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GRADED     GAMES     AND 
RHYTHMIC  EXERCISES 


GRADED  GAMES   AND 
RHYTHMIC    EXERCISES 

FOR    PRIMARY    SCHOOLS 

(For  the  School  Room  and  Playground) 


BY 

MARION   BROMLEY  NEWTON 

Supervisor  of  Physical  Training,  Rochester,  N.  Y. 
Boston  Normal  School  of  Gymnastics,  1903 

EDITED    BY 

ADA  VAN   STONE   HARRIS 

Supervisor  of  Kindergartens  and  Primary  Schools,  Rochester,  N.  Y. 


NEW  YORK 

A.  S.  BARNES  AND   COMPANY 

1908 


Copyright,  1907,  by 
A.  S.  BARNES    &  COMPANY 


All  Rights  Reserved 


CONTENTS 

PAGE 

SUGGESTIONS  TO  TEACHERS ix 

INTRODUCTION xiii 

PART  FIRST 
GRADE  I 

I.     Games  of  Imitation 1 

II.     Games  of  Sense-Perception 7 

III.  Traditional  Games  and  Song-Plays 8 

IV.  Games  for  General  Activity 15 

GRADE  II 

I.     Games  of  Imitation 21 

II.     Games  of  Sense-Perception 23 

III.  Traditional  Games  and  Song-Plays 24 

IV.  Games  for  General  Activity 27 

GRADE  III 

I.     Games  of  Imitation 34 

II.     Games  of  Sense-Perception 35 

III.  Traditional  Games  and  Song-Plays 38 

IV.  Games  for  General  Activity 41 

V.     Miscellaneous  Games  of  Educational  Value 48 

GRADE  IV 

I.     Games  of  Imitation 50 

II.     Games  of  Sense-Perception 51 

III.     Games  for  General  Activity 54 

IV.     Miscellaneous  Games  of  Educational  Value 59 

V.     Festival  Games 63 

PART  SECOND 
GRADE  I 

I.     March 67 

II.     Military  Imitations 67 

v 


170522 


vi  CONTENTS 

PAGE 

III.  Animal  Imitations 68 

IV.  Rhythmic  Plays 69 

V.  Industrial  Imitations 70 

VI.  Playing  House 71 

VII.  Folk  Dances 72 

GRADE  II 

I.  March 73 

II.  Rhythmic  Plays 73 

III.  Social  and  Nature  Plays 75 

IV.  March 76 

V.  Folk  Dances 77 

VI.  Military  Marching 79 

GRADE  III 

I.  Rhythmic  Plays 82 

II.  Social  and  Nature  Plays  in  Rhythm 83 

III.  Industrial  Imitations 87 

IV.  Town  Characters 89 

V.  Rhythmic  Exercises 90 

VI.  Festivals 90 

VII.  March 92 

VIII.  Folk  Dances 93 

GRADE  IV 

I.  Rhythmic  Plays 95 

II.  Sea-Shore  Rhythms 99 

III.  Grecian  Games 100 

IV.  Nature  and  Industrial  Rhythms 101 

V.  Home  Building 102 

VI.  Folk  Dances     .      .  104 


ILLUSTRATIONS 

PAGE 

Sailors'  Hornpipe  (Hoisting  Sail) <ld  Grade 

Frontispiece 

King  of  France 1st  Grade  4 

The  Muffin  Man 1st  Grade  6 

Ten  Little  Indians 1st  Grade  12 

Cat  and  Rat 2d  Grade  18 

Rabbit  Race 2d  Grade  22 

Stone 2cZ  Grade  26 

Birds 3d  Grade  32 

Dodge  Ball 3d  Grade  38 

Bean  Bag  Backward 4th  Grade  44 

Fish  in  the  Sea 4th  Grade  50 

See  Saw 1st  Grade  56 

The  Minuet 1st  Grade  60 

Circle  Game 1st  Game  64 

Swing %d  Grade  68 

One,  Two,  Three,  Bow 2d  Grade  72 

Sailors'  Hornpipe    (Sighting  Land) 2d  Grade  76 

Skating 3d  Grade  80 

Roundel 3d  Grade  84 

Lads  and  Lassies  Out  a  Walking 3d  Grade  88 

Snow  Ball  Battle 4th  Grade  92 

Chariot  Race 4th  Grade  96 

Chopping  Wood 4th  Grade  100 

Windmill 4th  Grade  104 


Vll 


SUGGESTIONS  TO  TEACHERS 

THE  games  and  plays  herein  described  have  been 
collected  and  graded  with  a  view  to  adapting  them  to 
immediate  schoolroom  use,  although  many  are  better 
suited  to  playground  facilities,  and  still  others  may  be 
enjoyed  in  the  home. 

GAMES 

1.  An  instructor  should  make  himself  entirely  familiar 
with  all  the  details  of  a  game  before  he  attempts  to  teach  it. 

2.  Apparatus  needed  in  carrying  out  the  game  should 
be  made  ready  beforehand  in  order  to  lose  none  of  the 
actual  playing  time  allowed,  which  is  necessarily  limited 
in  the  school  program. 

3.  If  the  game  is  used  during  school  hours  for  regular 
exercise,  one  requiring  vigorous  activity  (always  consid- 
ering  the   weather)   should    be    selected,   and    as   many 
children  as  possible  should  engage  in  the  play. 

4.  If,  for  any  reason,  the  game  is  a  quiet  one,  or  one 
in  which  only  a  few  children  are  active,  a  quick  march  or 
run,  or  a  lively  game  of  "Follow  the  Leader"  should  be 
introduced  before  resuming  work,  in  order  that  all  may 
be  benefited  by  a  few  moments'  exercise. 

5.  The  instructor  should  play  with  the  children  as 
often  as  it  seems  wise.     He  should  always  enter  into  the 
spirit  of  the  play,  lending  a  keen  interest,  and  making  it 
a  period  of  recreation  for  himself  as  well  as  for  his  charges. 

6.  During  the  exercise  or  game  period,  the  air  in  the 


IX 


x  SUGGESTIONS  TO  TEACHERS 

room  should  be  made  fresh,  even  at  the  expense  of  heat. 
The  children  are  running  about  and  will  keep  warm. 
Outdoor  exercise  is  always  much  more  to  be  desired 
than  indoor. 

7.  The  younger  the  children,  the  greater  the  need  for 
a  change  in  activity.    Several  play  periods  dispersed  with 
judgment  through  the  session  are  a  necessity  for  the  little 
ones. 

8.  Observe     the     following     educational     principles 
carefully : 

a.  Self -activity.     Allow  children   to   help  in  the  ar- 
rangement of  the  game,  choose  players,  and  judge  con- 
tests. 

b.  Interest  and  Inspiration.     Inspire  them  with  the 
spirit  of  healthful  play;  teach  them  to  forget  themselves 
by  urging  them  to  work  for  their  side. 

c.  Aim   and.  Achievement.     Make   the   play  educa- 
tional mentally,  by  requiring  a  thorough  understanding 
of  the  play,  by  demanding  attention,  alertness,  and  ac- 
curacy  of   motion;   morally,   by   insisting   on   fair   play, 
winning  if  possible,  but  always  honestly,  and  by  teaching 
charity  and  all  courtesy  to  the  opposing  side;  physically, 
by  requiring  the  children  to  do  well  whatever  activity 
appears  in  the  game,  by  teaching  bodily  control  and  the 
saving  of  strength  for  the  supreme  effort. 

d.  Apperception.     Draw  from  their  own  experiences 
and  build  upon  them. 

e.  Correlation.     Relate   games    to    language,   nature 
study,  music,  history,  reading,  and  arithmetic. 

MARCHING  AND  RHYTHMIC  EXERCISES 

THE  lessons  in  Rhythmic  Exercises  have  been  arranged 
for  use  in  a  large  assembly  hall  or  corridor,  although 
many  of  the  movements  may  be  executed  in  the  class- 


SUGGESTIONS  TO  TEACHERS  xi 

rooms   between    the    rows    of    seats.     No    apparatus    is 
needed,  except  where  specially  mentioned. 

The  children  should  work  largely  through  imitation 
and  with  the  aid  of  the  piano.  Time  should  not  be  spent 
in  giving  many  directions,  but  in  leading  the  children  to 
graceful  bodily  expression.  Pleasure  in  motion  and  a 
feeling  of  the  rhythm  in  the  music  lend  interest  to  the 
child;  his  power  of  observation,  imagination,  and  ex- 
pression are  increased,  —  for  bodily  movements  were  the 
earliest  and  most  profound  means  of  expression  for  the 
soul. 

The  corrective  element  in  these  exercises  is  very  mild 
because  of  their  lack  of  definiteness ;  they  are  chiefly  of 
recreative  and  general  hygienic  value. 

The  classification  is  one  of  similarity  of  type,  although 
something  of  an  approved  order  has  been  aimed  at  in 
each  lesson. 

GENERAL  AIMS  OF  THE  RHYTHMIC  WORK 

1.  The   acquiring  of  ease,   erectness,   and   grace   in 
carriage,  and  perfect  freedom  in  all  bodily  movements. 

2.  The  establishing  and  strengthening  of  the  sense 
of  rhythm  which  is  so  much  a  part  of  our  being. 

3.  The  training  of  the  child's  body  to  control,  and 
to  be  a  more  perfect  means  of  expression  for  his  soul. 

It  is  not  necessary  to  follow  the  exact  order.  A 
teacher  may  wish  to  correlate  this  with  work  done  in 
other  subjects;  for  instance,  at  the  time  of  Washington's 
Birthday  or  Memorial  Day,  the  lesson  in  Military  March- 
ing is  fitting;  and  at  Christmas  time  the  Christmas  Plays 
are  better. 

When  the  exercises  are  selected  by  the  teacher  the 
following  is  suggestive  for  a  five-minute  lesson. 


xii  SUGGESTIONS  TO  TEACHERS 

LESSON  PLAN 

1.  Introductory    Exercise.  --  March    (also     used     to 
change  the  formation  of  the  class  from  circle  to  lines,  or 
vice- versa). 

2.  Arm  and  Breathing  Exercise.  -  -  The  windmill,  or 
flying. 

3.  Leg  Exercise.  —  See-saw,  jumping- jacks,  skating. 

4.  Trunk  Exercise.  —  Digging,  sowing  seed,  reaping, 
etc. 

5.  Leg    Exercise    (Vigorous). — Running,    skipping, 
jumping  rope,  etc. 

6.  Trunk  Exercise.  —  See-saw,  or  steamboat. 

7.  Arm  Exercise.  —  Ball  playing,  falling  leaves. 

8.  Breathing. 

9.  Marching  Away. 


INTRODUCTION 

"  Play  is  not  trivial;  it  is  highly  serious  and  of  deep  significance.  Cul- 
tivate and  foster  it,  O  mother;  protect  and  guide  it,  O  father!  To  the 
calm,  keen  vision  of  one  who  truly  knows  human  nature,  the  spontaneous 
play  of  the  child  discloses  the  future  inner  life  of  the  man."  —  FROEBEL. 

WE  are  indebted  to  Froebel  for  revealing  to  the  world 
the  educational  truth,  that  play  is  a  potent  factor  in 
stimulating  a  healthful  physical  and  intellectual  growth. 
If  he  had  done  no  more  for  education  than  to  have  taught 
us  to  utilize  the  play  activity  in  a  systematic  manner  in 
the  education  of  the  young,  and  to  recognize  that  no  one 
factor  in  the  life  of  the  child  is  so  conducive  to  healthy 
development  as  this  play  activity,  he  would  have  been 
a  great  educator.  He  saw  the  interrelation  between 
the  body  and  the  mind  so  clearly  that  he  believed  the 
brain  was  largely  dependent  on  the  action  of  the  body 
for  its  growth — a  theory  which  all  physiological  psy- 
chology has  proven  to  be  correct. 

The  play  activity  which  all  educators  recognize  as 
proper,  and  encourage  in  the  kindergarten,  should  extend 
throughout  our  educational  system. 

Professor  Karl  Groos,  in  his  "Play  of  Man,"  tells 
us  of  the  persistence  of  the  play  activities  in  one  form 
and  another  throughout  life,  and  shows  us  their  value 
and  relation  to  work.  Dr.  Luther  Gulick,  in  his  "Some 
Psychological  Aspects  of  Physical  Exercise,"  lays  great 


Xlll 


xiv  INTRODUCTION 

stress  on  the  biological  value  of  play.  The  investiga- 
tions made  from  the  various  phases  of  the  play  activi- 
ties which  have  come  through  child  study,  and  especially 
those  of  Dr.  G.  Stanley  Hall,  of  Clark  University, 
have  deduced  the  principle — that  to  know  a  child,  we 
must  know  him  in  his  play. 

The  educative  value  of  play  does  not  cease,  then, 
with  childhood,  though  at  this  period  it  is  of  greater 
importance.  "Play  is  the  great  telescope  which  lengthens 
life  and  extends  vision."  In  mature  years  it  may  be 
called  "recreation,"  but  it  is  the  same  principle,  although 
not  contributing  so  largely  to  stimulate  growth.  The 
adult  works  a  large  part  of  the  time,  but  a  certain  amount 
of  play  is  needed  for  rest,  for  change,  for  reviving  the 
spirit,  for  renewing  youth. 

In  the  strenuous  age  in  which  we  are  living  the 
school  should  perform  a  great  service  in  developing 
the  right  attitude  toward  play  —  by  creating  a  love 
for  it  from  childhood  through  youth  and  old  age,  and 
in  fostering,  directing,  and  stimulating  the  right  kinds 
of  games  and  plays  adapted  to  the  various  periods  of 
development. 

Play  is  educative  primarily  because  all  activity  is 
educative.  Play  is  the  very  best  means  by  which  the 
child  expresses  himself,  satisfies  the  longing  which  every 
healthy  child  has  to  do  something,  and  gives  vent  to  the 
animal  spirit  within  him,  which  is  likely  to  break  out  in 
some  form  of  mischief  unless  properly  directed.  Play  is 
spontaneous;  it  is  the  original  relation  of  individuality  to 
the  mass  of  impressions  received.  It  is  the  process  by 
and  in  which  the  child  asserts  itself.  All  the  salient 
thoughts,  expressions,  and  events  within  his  horizon  are 
repeated  in  his  play.  He  reproduces  the  incidents  which 
he  has  witnessed ;  he  imitates  the  customs  and  manners  of 


INTRODUCTION  xv 

the  people  who  come  in  touch  with  his  life,  and  imper- 
sonates the  characters  which  impress  him.  He  is  a 
conductor,  street-car  driver,  postman,  merchant,  circus 
clown,  lawyer,  soldier,  Santa  Claus,  or  teacher,  as  the 
play  demands.  The  autumn  brings  its  games,  the  winter 
its  sports,  and  the  springtime  its  fun  with  marbles,  kite- 
flying, and  traditional  street  games,  and  he  re-lives  these 
experiences  each  year  with  renewed  vigor  and  joy. 
Through  play  he  gives  expression  to  the  impressions 
which  he  has  received  with  the  stamp  of  his  own 
authority.  Ideas  of  justice,  of  business,  of  government, 
are  incarnated  in  a  thousand  forms,  and  embodied 
in  a  variety  of  childish  creations.  Even  the  spirit  of  his 
environment  is  reproduced  with  remarkable  fidelity.  As 
Schiller  has  said,  "Deep  meaning  oft  lies  hid  in  childish 
play." 

Games  and  plays  are  self-mastery.  The  child  is  to 
be  pitied  whose  experience  for  the  first  ten  years  has  not 
included  much  cheerful  play.  He  may  learn  the  same 
lessons,  or  many  of  them,  in  after  life,  through  study,  but 
the  effect  at  best  is  a  borrowed  one,  and  comes  grudg- 
ingly. Healthy  play  develops  healthy  imagination  and 
refined  taste.  Sordid,  low  play  destroys  both  and  fixes  a 
low  trend  in  the  child's  life.  The  taste  involved  in  the 
game  tends  to  fix  itself  in  character.  All  games  and 
rhythmic  exercises  influence  character  by  making  the  action 
of  ;the  body  more  definite,  more  forceful,  more  graceful, 
and  more  free. 

If  the  child  is  given  adequate  opportunity  for  play, 
he  is  vigorous,  alert,  capable:  whereas,  if  he  does  not 
have  the  opportunity,  he  loses  the  instinct  for  play^nd 
eventually  becomes  sluggish  and  inefficient,  a  prey  to 
physical  ailments  and  nervous  disorders. 

Through    play    the    child    learns    obedience    to    law, 


xvi  INTRODUCTION 

courage,  justice,  and  perseverance,  which  in  after  years 
may  help  him  to  "move  mountains"  of  difficulties  and 
become  triumphant  over  life's  fiercest  oppositions.  Plato 
said,  "If  children  are  trained  to  submit  to  laws  in 
their  play,  the  love  of  law  enters  their  souls  with  the 
music  accompanying  their  games,  never  leaves  them,  and 
helps  them  in  their  development." 

One  of  the  surest  and  most  effective  ways  to  secure 
order,  system,  and  co-operation  in  a  disorderly,  indifferent, 
and  lawless  class  is  through  play.  It  is  one  of  the  best 
agencies  in  securing  discipline  naturally  and  effectively. 

Marches  and  Rhythmic  Exercises  aid  in  the  train- 
ing of  bodily  control.  Children  love  rhythm  in  the  song, 
story,  poem,  or  game  and  respond  most  naturally  to  this 
medium  of  expression.  A  brisk  march  about  the  class- 
room followed  by  a  series  of  simple  imitative  rhythmic 
exercises  generates  life  in  the  class-room  and  gives  a 
new  "view-point"  to  both  teacher  and  pupils.  The 
cultivation  of  this  rhythmic  sense  also  strengthens  the 
observational  powers  and  produces  an  alertness  of  move- 
ment which  develops  ease,  naturalness,  and  grace  of 
manner  in  the  children. 

The  Games  and  Rhythmic  Exercises  herein  outlined 
are  the  result  of  long  experience  and  study.  All  have 
been  practically  demonstrated  under  varying  school  con- 
ditions, and  because  of  the  happy  spirit  and  renewed  life 
which  they  have  added  to  the  school  they  are  sent  on 
their  way  hoping  to  relieve  the  monotony  of  many  a 
dreary  class-room,  and  thus  give  to  every  child  what  is 
his  right:  "A  time  to  play!" 

'Jhe  work  is  classified  under  games  for  General 
Activity,  Imitation,  Sense  Perception,  Traditional  or 
Folk-lore  Games,  Miscellaneous  Games  of  Educational 
Value,  Marches  and  Rhythmic  Plays.  All  are  arranged, 


INTRODUCTION  xvii 

graded,  and  adapted  to  the  various  stages  of  growth  in 
the  development  of  the  child. 

This  book  is  not  intended  to  outline  a  course  in  phys- 
ical training,  but  is  rather  a  carefully  worked  out 
sequence  of  Games  and  Rhythm  for  exercise,  recreation, 
amusement,  and  instruction,  and  may  well  supplement 
training  in  the  more  formal  gymnastics. 

It  is  with  the  hope  that  the  spirit  of  gladness  and 
joyfulness  in  play  may  enter  more  fully  into  the  lives  of 
all  who  come  in  touch  with  this  little  book,  that  we  send 
it  forth  and  dedicate  it  to  "THE  CHILDREN." 

ADA  VAN  STONE  HARRIS. 


first 

GAMES 
GRADE  I 

"Man  is  fully  human  only  as  he  plays."  —  SCHILLER. 
"And  lends  his  little  soul  at  every  stroke."  —  VIRGIL. 

I.  GAMES  OF  IMITATION  (including  representations  of 
happenings  in  real  life,  and  various  forms  of  march- 
ing) 

1.  i  SAW 

A  child  in  each  row  tells  of  some  action  he  has  seen, 
at  the  same  time  illustrating  it.  Each  row  in  turn  then 
follows  its  leader  around  the  room,  imitating  the  activity 
mentioned.  Instructor  and  children  suggest  activities, 
such  as:  a  butterfly  flying;  a  drummer-boy  marching; 
horses  stepping  high;  a  lame  chicken  hopping  on  one 
foot;  a  rabbit  leaping;  tall  men  (walking  on  tip-toe); 
short  men  (with  knees  bent) ;  girl  rolling  a  hoop ;  a  blind 
man;  man  raking  his  lawn,  etc. 

2.  CHRISTMAS   TREE 

The  teacher  may  represent  Santa  Claus  and  stand 
beside  a  play  tree  in  the  front  of  the  room.  The  children 
march  by  the  tree,  one  row  at  a  time,  and  receive  from 
Santa  Claus  some  toy, — a  different  one  for  each  row.  As 
the  line  continues  around  the  room  to  the  seats,  the  chil- 
dren illustrate  the  uses  of  the  different  toys  given  them, 


2      GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

e.g.,  drum,  doll,  horn,  watch,  penny-whistle,  gun,  jump- 
rope,  kite,  rocking-horse,  and  so  forth. 

3.     FOLLOW   THE   LEADER 

The  children  represent  the  activities  of  which  they 
sing  while  marching  or  standing  in  the  aisles.  They 
sing  to  the  tune  of  "  Here  we  go  round  the  Mulberry 
Bush." 


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This  is  the  way  we  wash  our  clothes,  wash  our  clothes,  wash  our  clothes; 

This  is  the  way  we  wash  our  clothes,  wash,  wash,  wash. 

Iron  our  clothes.  Sweep  the  floor. 

Bake  the  bread.  Brush  our  clothes. 

Clap  our  hands.  Beat  our  drums. 

Bow  to  you.  Shoot  our  guns,  "Bang,  bang,  bang." 

4.    FANCIES 

a.  Playing  Horse.     The  children  play  they  are  walk- 
ing, trotting,  high-stepping,  and  galloping  horses.     One 
may  drive  another,  using  the  arms  for  reins,  or  more  may 
be  driven  together.     Reins  that  the  children  make  add 
greatly  to  the  play. 

b.  Playing  Expressman.     Two  or  three  children  at  a 
time,  with  several  articles  to  deliver,  run  at  a  given  signal 


GAMES   OF   IMITATION  3 

from  a  given  place,  and  return  to  the  "express  office"  as 
quickly  as  possible. 

c.  Riding  a  Bicycle.  The  children  run  noiselessly  in 
place,  holding  the  bars,  and  lifting  the  knees  high. 

5.     WHEN    I   WAS   A   SHOE-MAKER 

The  children  march  in  a  circle  singing  and  at  the  same 
time  imitating  the  actions  of  the  song.  Actions:  lady, 
holding  skirts;  gentleman,  raising  his  hat;  carpenter, 
hammering;  fireman,  blowing  fire-horn;  etc. 


When      I       was      a     shoe-mak-er,  And  a 

-          L^I    i    N      N  -  •  IS        .        n 

=jg-h£-j  j     s>  i 


shoe-mak-er  was      I,      A      this- a -way,  and  a 


\ BL. 


J          fe 


that  -  a  -  way,  And    a    this  -  a  -  way  went     L 
6.     DID    YOU    EVER   SEE    A    LASSIE? 

The  children  stand  in  the  aisles.  One  takes  his  place 
before  the  class,  and  at  the  proper  time  goes  through 
some  motion  which  the  children  imitate  in  the  rhythm 
of  the  song. 

Did  you     ev   -  er    see    a       las  -  sie,       a 


i     las  -  sie,  Did  you  ev  -  er    see    a 


las  -  sie    do  this  way  and  that?    Do  this  way  and 


4      GRADED    GAMES   AND    RHYTHMIC    EXERCISES 


=P I PS-H^-I 


that    way,     do    this  way    and  that  way,  Did  you 


ev  -  er  see    a    las  -  sie     do  this  way  and  that  ? 

Activities  suggested.  Bowing,  alternating  to  right  and 
left;  swinging  folded  arms  in  front  of  the  body  as  if  rock- 
ing a  doll;  motion  as  if  waving  a  flag;  rocking-horse,  one 
foot  a  short  step  forward,  hands  holding  reins,  sway 
forward  and  back  changing  the  weight  from  one  foot  to 
the  other,  etc.;  encourage  original  suggestions  from  the 
children. 

Note:  "Laddie"  is  sung  if  a  little  boy  is  leader. 

7.     THE   KING    OF   FRANCE 

The  children  stand  in  the  aisles  of  the  room  with  a 
chosen  leader  for  each  aisle.  In  turn,  the  leaders  march 
forward  three  steps,  singing,  and  at  the  proper  time 
giving  the  gestures  of  the  verse.  When  the  leaders  have 
returned  to  places,  the  whole  class  repeats  the  verse  that 
has  been  sung,  and  with  the  leaders  marches  forward 
three  steps  and  back.  The  advance  should  be  begun 
with  the  words  "forty  thousand." 


The  King    of  France, With  for-  ty  thou-sand  men, 


Marched  up    the    hill,  And  then  marched  down  again. 


The  King  of   France,  with  forty  thousand  men,  gave   a   salute,  and   then 
marched  down  again. 


GAMES    OF   IMITATION  5 

The  King  of  France,  with  forty  thousand  men,  beat  his  drum  and  then 

marched  down  again. 
The  King  of  France,  with  forty  thousand  men,  blew  his  horn,  and  then 

marched  down  again. 
The  King  of  France,  with  forty  thousand  men,  waved  his  flag,  and  then 

marched  down  again. 
The  King  of  France,  with  forty  thousand  men,  drew  his  sword,  and  then 

marched  down  again. 
The  King  of  France,  with  forty  thousand  men,  shot  his  gun,  and  then  marched 

down  again. 
The  King  of  France,  with  forty  thousand  men,  shouldered  arms,  and  then 

marched  down  again. 

Other  than  military  imitations  may  be   used  when 
these  are  exhausted. 

8.     MARCHING    SONG 


4 


Left,  right,  left,  right,  here  we  go,  Ten  small  soldiers 


in      a    row ;  Left,  right,  left,  right,  marching  free, 

N»     .     .  =*= 


A      sol  -  dier's  life       is    the    life     for      me. 
9.     SOLDIER   BOY,    SOLDIER   BOY 

One  half  of  the  class  marches  by  the  other  half  which  is 
standing  in  line.  The  first  half  sings  "Soldier  boy,"  etc.; 
the  second  half  sings,  "I'm  going,"  etc.  At  the  words, 
"If  you'll  be  a  soldier  boy,"  the  advancing  line  stops  and 
each  child  gives  a  salute  to  his  partner.  All  then  join  in 
the  march  around  the  room. 


6      GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

gfca    h     ft 


Sol-dier-boy,Sol-dier- boy, where  are  you  go  -  ing, 


Bear-  ing    so  proud  -ly  the  red,white  and  blue?  I'm 


go -ing  where  country  and  du  -  ty  are  call-ing,  If 


^ 


you'll    be     a    sol-dier-boy      you  may  go  too. 

Soldier  boy,  soldier  boy,  where  are  you  going, 
Bearing  so  proudly  the  red,  white,  and  blue  ? 

I'm  going  where  country  and  duty  are  calling; 
If  you'll  be  a  soldier  boy,  you  may  go  too. 

Paper  soldier  caps  and  epaulets  made  by  the  children 
add  much  interest  if  worn  during  the  march.  The  fol- 
lowing characteristic  activities  may  be  imitated  for  short 
periods  of  time  as  the  children  march,  one  by  one,  in 
twos,  or  in  fours : 

a.  Soldier  caps --hands  placed  on  heads  with  finger 
tips  meeting  in  a  point  overhead. 

b.  Knapsacks  —  arms  folded  behind. 

c.  Horns  —  hands  held  to  the  mouths  as  if  grasping 
trumpets. 

d.  Charging  with  guns  —  aiming  with  left  arm  ex- 
tended, and  right  arm  back  for  pulling  the  trigger. 

e.  Waving  flags. 

/.    Drumming,  snare  and  bass  drums. 
g.    Fifes  —  hands  held  at  side  of  mouth  as  in  reality. 
h.    Running  —  double-quick  march. 
i.    Saluting  leader  or  American  flag  —  each  one  as  he 
passes  by. 


~ 


GAMES    OF   SENSE-PERCEPTION  7 

j.  High-stepping  war-horses  --  knees  raised  well  with 
each  step. 

II.     GAMES  OF  SENSE-PERCEPTION 

1.  HIDE  THE  THIMBLE     (Hearing) 

Material:  A  Thimble. 

One  player  is  chosen  to  hide  the  thimble,  and  while 
he  is  doing  so  the  other  children  blind  their  eyes  or  leave 
the  room.  The  thimble  may  be  placed  in  sight  or  hidden 
entirely.  At  a  signal  from  the  first  child  the  search  for 
the  thimble  is  begun,  and  the  players  are  told  of  their 
nearness  to  its  hiding-place,  or  their  distance  from  it,  by 
the  voice  of  the  child  who  hid  it,  saying,  "Warm,"  "Hot," 
or  "Cold."  Music  may  be  used  if  desired,  becoming 
louder  as  the  players  approach  the  thimble,  and  fainter 
as  they  move  away.  The  successful  hunter  hides  the 
thimble  in  the  next  game. 

2.  SQUIRREL  GAME     (Touch  and  hearing) 

Material:  A  Nut. 

Children  blind  their  eyes  with  heads  upon  their  desks, 
and  one  hand  open  to  receive  a  nut  which  one  child,  the 
"squirrel,"  drops  into  it.  The  child  who  receives  the 
nut  then  runs  after  the  squirrel  and  tries  to  catch  him 
before  he  reaches  his  seat. 

3.  BLIND  MAN  (Hearing) 

Material :  Paper  bag  for  blinding.* 

One  child  is  blinded  by  means  of  a  paper  bag  or  other 
device,  and  stands  in  the  center  of  the  circle  of  children. 
Certain  players  indicated  by  the  teacher  speak  to  him  in 
turn,  saying,  "Good  morning,  John,"  and  he  tries  to 

*  For  hygienic  reasons  a  handkerchief  should  not  be  used. 


8      GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

recognize  the  voice  of  the  speaker.     One  child  may  be 
"blind  man"  until  he  fails  to  tell  a  voice. 

4.  WHO   ART   THOU  ?     (Touch) 

One  child  is  blindfolded.  The  rest  move  in  a  circle 
around  him  until  a  signal  to  halt  is  given.  The  blinded 
player  then  advances  and  touches  some  one  whom  he 
must  recognize  by  feeling  his  clothing,  hair,  etc. 

5.  WHO  MOVES  ?    (Sight) 

Five  or  six  children  stand  in  line  in  front  of  the  class. 
The  rest  look  at  them,  then  lay  their  heads  upon  their 
arms,  while  the  teacher  changes  the  places  of  two  or 
three.  When  this  has  been  done  the  children  look  again, 
and  one  is  selected  to  arrange  the  line  as  it  was  in  the 
first  place. 

III.     TRADITIONAL  GAMES  AND  SONG-PLAYS 

1.     DROP   THE    HANDKERCHIEF 

Material:     Handkerchief  or  paper  napkin. 

Players  form  in  a  circle,  while  one  who  is  chosen  to  be 
"it"  runs  around  the  outside  and  drops  the  handkerchief 
behind  some  one  of  the  players  as  he  passes  by.  He 
continues  running  around  the  circle,  and  if  the  second 
player  discovers  that  the  handkerchief  has  been  given  to 
him,  he  runs  after  the  first  player  trying  to  tag  him  before 
he  reaches  the  place  left  by  the  second  player.  If  the 
first  player  is  tagged  he  must  be  "it"  again;  if  not,  the 
second  player  becomes  "it."  If  the  one  who  is  "it," 
however,  can  run  around  the  circle,  pick  up  the  handker- 
chief he  has  dropped,  and  tag  the  second  player  before 
he  discovers  the  handkerchief  behind  him,  the  latter  is 
out  of  the  game  for  a  time,  and  must  stand  in  the  center 
of  the  ring  until  released  by  some  other  unmindful  one. 


TRADITIONAL    GAMES   AND    SONG-PLAYS 


9 


The  song,  "Itisket,  Itasket,"  or  some  kindergarten 
song,  may  be  used  during  this  game. 

2.     THE    FARMER    IN    THE    DELL 

One  child  is  chosen  to  be  the  "farmer"  and  stands  in 
the  center  of  the  ring,  while  the  rest  join  hands  and 
circle  around  him  singing, 


The    farm  -  er       in        the      dell,          The 


I 

J 


a 


farm  -  er     in      the    dell,  Heigh    oh !  for 


Row-ley    0!    The  farm  -  er     in      the    dell. 

The  first  child  chooses  and  leads  to  the  center  of  the 
circle  a  second  one;  the  second  chooses  a  third,  and  so  on, 
while  the  rest  sing  the  following  verses: 

The  farmer  takes  a  wife  — 
The  wife  takes  the  child  — 
The  child  takes  the  nurse — 
The  nurse  takes  the  dog  — 
The  dog  takes  the  cat  — 
The  cat  takes  the  rat  — 
The  rat  takes  the  cheese  — 
The  cheese  stands  alone. 

The  "cheese"  may  be  "clapped  out,"  and  must  begin 
again  as  the  "farmer." 

Variations: 

a.  The  game  may  be  ended  in  this  way:  after  the 
children  sing,  "The  cat  takes  the  rat,"  they  continue 


10   GRADED    GAMES   AND   RHYTHMIC   EXERCISES 


with,  "The  cat  chases  the  rat,"  and  during  the  rest  of 
the  verse  the  farmer's  family  join  the  circle.  When  the 
verse  is  finished  the  "cat"  chases  the  "rat"  in  and  out  and 
around  the  circle  of  children,  who  keep  their  hands  tightly 
clasped,  and  by  raising  and  lowering  them  try  to  help  the 
"rat"  and  hinder  the  "cat." 

b.  The  last  verse  may  be,  "We'll  all  chase  the  rat," 
who  breaks  through  the  ring,  and  is  followed  by  all  the 
players  eager  to  catch  him.  If  one  succeeds  he  becomes 
the  next  farmer.  This  variation  is  especially  good  for 
out-door  play. 

3.     LOOBY  LOO  OR  SHAKER  SONG 


Put  your  right  hands  in,         Put  your  right  hands  oat,  Then 


give  your  right  hands  a  shake,  shake, shake,  And  turn  yourselves  about. 


Here  we  dance  looby  loo,     Here  we  dance  looby  light, 


Here  we  dance  looby  loo,        All  on  a  Sat-urday  night. 

Put  your  left  hands  in, 
Put  your  left  hands  out, 
Give  your  left  hands  a  shake,  shake,  shake, 
And  turn  yourselves  about. 
Cho.  —  Here  we  dance  looby  loo,  etc. 

Put  your  right  foot  in. 
Put  your  right  foot  out, 
Give  your  right  foot  a  shake,  shake,  shake, 
And  turn  yourselves  about. 
Cho.  —  Here  we  dance  looby  loo,  etc. 


TRADITIONAL   GAMES   AND   SONG-PLAYS 

Put  your  left  foot  in, 
Put  your  left  foot  out, 

Give  your  left  foot  a  shake,  shake,  shake,  shake, 
And  turn  yourselves  about. 
Cho.  —  Here  we  dance  looby  loo,  etc. 

Put  all  your  own  heads  in, 
Put  all  your  own  heads  out, 
Give  all  your  own  heads  a  shake,  shake,  shake, 
And  turn  yourselves  about. 
Cho.  —  Here  we  dance  looby  loo,  etc. 


11 


Then  put  your  whole  selves  in, 
Then  put  your  whole  selves  out, 
Then  give  your  whole  selves  a  shake,  shake,  shake, 
And  turn  yourselves  about. 
Cho.  —  Here  we  dance  looby  loo,  etc. 

DIRECTIONS.  —  Children  join  hands  in  a  circle  singing  and  dancing, 
swaying  from  foot  to  foot  with  the  rhythm  of  the  music  during  chorus. 
During  verses  stand  still  and  imitate  action. 

4.     THE  MUFFIN  MAN 


/L    B  (* 

i       i 

J           9 

m 

J      J 

fm  ff  i  , 

9 

9  •           9 

M        9  • 

j 

5SZ               J 

J 

1 

•    i 

^        Oh, 

do   you  know    the  muf  -  fin  man, 

—I  fn-,  ,  1  — 

the 

H  ^ 

Jf  tf  jt  "  j  

~m  f~~ 

\ 

N 

i  —  i  —  a= 

9  •      9        t 

. 

c 

j? 

w  •    - 

9       J       J 

J 

j 

muf-fin  man,  the  muf-fin  man, 

fiti  ft             -                            ' 

Oh,  do  you  know  the 
j 

VJfl|TT 

P 

1       IJ 

/L        '       1* 

J              , 

, 

i      i 

1m  *            < 

i        9  •      i 

»                * 

&  •   \ 

muf-fin  man,  That  lives     in   Dm  -  ry    Lane. 

Oh,  do  you  know  the  muffin  man, 
The  muffin  man,  the  muffin  man; 

Oh,  do  you  know  the  muffin  man 
That  lives  in  Drury  Lane? 


12   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

Oh,  yes,  I  know  the  muffin  man, 
The  muffin  man,  the  muffin  man. 

Oh,  yes,  I  know  the  muffin  man 
That  lives  in  Drury  Lane. 

Four  or  five  children  are  selected  to  take  places 
in  the  four  corners  of  the  room,  or  whatever  other 
spaces  are  allowed.  As  the  first  verse  is  sung,  each 
walks  or  skips  in  time  with  the  music  to  some 
child  seated  in  the  room,  and,  taking  him  by  the 
hand,  leads  him  to  his  space  in  the  floor.  The 
little  groups  of  two  then  join  both  hands  and  dance 
around  in  a  circle  singing,  "Two  of  us  know  the  Muffin 
Man,"  etc. 

After  the  first  verse  has  been  sung  and  the  children 
chosen,  the  second  verse,  "Oh,  yes,  I  know  the  Muffin 
Man,"  is  sung  while  the  two  are  marching  from  the  seats 
to  the  space  in  the  floor.  The  game  continues,  one  child 
after  another  being  chosen  until  all  have  joined  some 
group  or  other.  Finally,  one  large  circle  is  formed 
around  the  room,  and  they  dance,  singing,  "All  of  us  know 
the  MuflSn  Man,"  etc. 

5.     TEN  LITTLE  INDIANS 

Materials:   Indian  costumes,  bows  and  arrows,  etc.,  add  zest. 

While  the  children  are  singing  the  following  song,  ten 
little  ones,  chosen  to  be  Indians,  come  one  by  one,  hop- 
ping Indian  fashion,  or  stealing  quietly  along,  from 
outside  the  room,  and  stand  in  a  row.  The  class  repeats 
the  music,  by  humming  or  in  other  ways,  and  meantime 
the  ten  Indians  imitate  a  war  dance  around  the  fire, 
pretend  to  shoot  with  their  bows  and  arrows,  listen  with 
ears  close  to  the  ground  for  the  approach  of  white  men, 
or  go  through  other  characteristic  motions.  Finally, 
when  the  last  verse  is  sung,  the  Indians  disappear  one  by 


TRADITIONAL    GAMES   AND    SONG-PLAYS         13 

one  as  they  entered.     The  children  will  often  suggest  the 
action  to  be  used. 


1.  One  lit -tie,  two  lit  -  tie, three   lit -tie   In-dians, 

2.  Ten   lit  -  tie,  nine  lit  -  tie,  eight  lit  -  tie    In-dians, 

-0- 

Four  lit  -  tie,  five    lit  -  tie,  six    lit  -  tie     In-dians, 
Seven  lit  -  tie,    siz    lit  -  tie,  five  lit  -  tie    In_dians, 


w  w 

Seven  lit  -  tie,  eight  lit  -  tie,  nine  lit  -  tie    In-dians, 
Four  lit  -  tie,  three  lit  -  tie,  two  lit  -  tie    In-dians, 

^^  ^^^    — j— 1= 


Ten 
One 


lit    -    tie        In 
lit    -    tie        In 


dian 
dian 


boys. 
boy. 


6.     SEE-SAW 


See-saw,  see  -  saw,  Up  and  down  we    go,     . 


See-saw,  see  -saw, Swinging  high  and  low.          See 


&ttr&=i 


•^ 


saw,   see  -  saw,  Gai  -  ly  now  we    play, 


saw,    see  -  saw,     Hap  -  py     all    the    day. 

See-saw,  see-saw. 

Up  and  down  we  go, 
See-saw,  see-saw, 

Swinging  high  and  low. 


14   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

See-saw,  see-saw, 

Gaily  now  we  play 
See-saw,  see-saw, 

Happy  all  the  day. 

The  row  of  players  in  the  center  of  the  room  sit  upon 
their  desks  and  raise  their  arms  at  the  side  to  represent 
the  see-saw  board.  Children  in  the  rows  on  either  side 
stand,  facing  the  see-saw  children,  and  take  hold  of  their 
extended  hands  with  both  of  their  own  as  if  grasping  see- 
saw boards.  All  sing  the  "See-Saw  Song,"  and  the  chil- 
dren bend  low  and  rise  high  as  the  boards  go  up  and 
down.  Groups  of  three  files  may  play  together. 

7.    BOAT  SONG 

All  the  children  sit  on  their  desks  with  feet  in  their 
chairs.  Each  pretends  to  grasp  a  pair  of  oars,  and 
together  they  bend  forward  and  back,  pulling  on  their 
oars  as  if  really  rowing.  The  round  "Row,  row,  row 
your  boat,  gently  down  the  stream,  Merrily,  merrily,  mer- 
rily, merrily,  life  is  but  a  dream!" 


Row,    row,   row  your  boat  gent  -  ly  down  the 


stream;  Mer  -  ri  -  ly,     mer  -  ri  -    ly, 


^ 


i 


mer-ri-ly,  mer-ri-ly,   life    is  but   a  dream. 
8.     CHARLIE  OVER  THE  WATER  * 

The  children  sing  as  they  dance  about  one  who  stands 
in  the  center  of  the  ring: 

*  From  Stoneroad's  "Gymnastic  Stories  and  Plays  for  Primary  Schools."     Copy- 
righted, 1898,  by  D.  C.  Heath  &  Co.     Used  by  permission. 


GAMES   FOR  GENERAL   ACTIVITY 


15 


i  yr      i 

•1    ' 

—0  0  — 

0- 

—  0  — 

—  0  — 

—  0—  -.  

n    1 

Char  -  lie 

H  r- 

0 

-  rer 

the 

1  :  0 
wa  -  tei 

~T~*  —  T 

•"1 

Cl 
r-0-8  — 

9  0  

iar    -    lie 

—0- 
0 

—  0— 
-   rer 

-J  — 

the 

-1  E 

sea,  

Mr 

TV  6S 

-ft 

i 

H  —  !— 

l"j^?        ij 

n 

1  \\)        * 

Char  -  lie  catch  a    black-bird,  can't  catch   met 

At  the  last  word  all  stoop,  and  if  the  one  in  the  center 
can  catch  any  other  before  he  stoops,  the  latter  must  be 
"Charlie,"  and  stand  in  the  center. 

IV.     GAMES  FOR  GENERAL  ACTIVITY 

1.  RUNNING 

All  the  children  run  together,  or  only  a  few  at  a 
time.  The  line  moves  up  and  down  the  aisles  and  around 
the  room,  running  lightly  on  the  toes,  knees  lifted  high 
at  each  step,  and  arms  swinging  freely  at  the  sides. 

a.  Run  as  if  on  soft  grass. 

b.  Run  as  if  through  fallen  leaves. 

c.  Still  running  in  place  without  advancing. 

2.  RUN  AND  JUMP  OVER  POINTER  OR  ROPE 

Material:   jumping  standards  or  substitute. 

Care  should  be  taken  that  each  child  waits  for  his 
turn,  and  if  possible  the  pointer  should  be  placed  be- 
tween two  chairs  so  that  the  teacher  may  receive  the 
children  as  they  jump  and  prevent  them  from  falling. 

3.  CAT  AND  RAT  * 

The  children  join  hands  in  a  circle;  one  is  chosen  to 

*From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


16   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

be  "cat"  and  another  "rat."  All  the  players  try  to  help 
the  "rat"  run  away  from  the  "cat,"  and  the  "cat"  runs 
around  the  ring,  breaks  through  it  where  he  can,  and 
tries  in  every  way  to  catch  the  "rat."  It  adds  zest  to  the 
game  if  there  is  more  than  one  "rat,"  or  "cat." 

4.  CROSSING  THE  BROOK  * 

The  brook  may  be  represented  by  chalk  lines  on  the 
floor.  Children  of  one  row  at  a  time  run  and  jump  in 
turn,  trying  to  cross  the  brook.  If  any  touch  the  floor 
between  the  lines  their  feet  get  wet  and  they  cannot  go 
home  without  drying  them  in  the  front  of  the  room,  while 
those  who  crossed  successfully  may  go  home  to  their 
seats.  The  width  of  the  brook  may  be  increased,  and 
the  child  who  can  jump  across  the  widest  brook  wins  the 
game. 

5.  JACK  BE  NIMBLE 

Materials:   Objects  for  candles. 

Some  upright  object  to  represent  a  candle  may  be 
placed  in  the  front  of  the  room.  One  row  runs  in  turn, 
jumping  over  the  candle,  and  trying  not  to  knock  it  down. 
A  variation  may  be  arranged  in  this  way:  a  candle  may 
be  placed  in  front  of  every  other  row,  then  one  row  and 
the  next  to  it  may  use  a  candle  together.  The  second 
row  faces  the  back  of  the  room,  and  follows  the  first 
down  its  aisle;  while  the  first  row,  after  it  has  jumped 
over  the  candle-stick,  runs  up  the  aisle  of  the  second  row. 
So  the  game  is  continued  up  and  down  the  two  aisles, 
while  all  sing  or  repeat  the  nursery  jingle,  "Jack  be 
nimble,  Jack  be  quick,  Jack  jump  over  the  candle- 
stick!" 

*From  "One  Hundred  and  Fifty  Gymnastic  Games."     Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


GAMES   FOR   GENERAL   ACTIVITY  17 

6.  VAULTING  OVER  SEATS 

The  children  face  either  side  of  the  room,  place  their 
hands  on  two  desks,  or  a  desk  and  chair,  and  vault  over 
the  chairs.  They  should  try  to  land  quietly  on  their 
toes  with  bent  knees,  and  should  take  their  hands  very 
quickly  from  the  desks  when  they  have  jumped  through. 

The  whole  class  may  turn  and  jump  back  again,  al- 
ways at  the  teacher's  command,  "Ready,  Jump!"  or  this 
may  be  done :  when  those  in  the  extreme  left  or  right  hand 
row  have  vaulted  over  their  own  chairs,  they  run  in  line 
around  to  the  row  on  the  other  side  of  the  room,  and 
start  again  vaulting  across  the  room,  each  row  finishing 
and  starting  again  in  succession. 

7.  VAULTING  OVER  LOW  BENCH 

Children  in  turn  place  both  hands  on  the  bench  and 
vault  over,  trying  to  land  well  on  the  other  side. 

8.  RACE,  TOUCHING  THE  WALL 

All  in  the  first  row  of  seats  stand  facing  the  back  of 
the  room.  At  a  signal  from  the  teacher,  the  children  run 
to  the  back,  touch  the  wall  and  return  to  the  front,  where 
they  sit  in  good  position  in  the  front  seats,  or  in  small 
chairs  placed  in  front  of  the  rows.  The  following  rhyme 
is  often  used  for  starting  the  children: 

One  to  make  ready, 

Two  to  prepare, 
Good  luck  to  the  rider, 

And  away  goes  the  mare. 

9.  FOLLOW  THE  LEADER 

This  game  differs  slightly  from  the  one  by  the  same 
name  under  "Games  of  Imitation."  The  teacher  prefer- 
ably, but  occasionally  a  competent  child,  leads  the  class 
in  a  line  around  the  room,  up  and  dowrn  the  aisles,  over 


18   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

the  seats,  walking,  running,  skipping,  lifting  knees  high, 
flying,  waving  flags,  and  many  other  activities,  changing 
quickly  from  one  to  another,  in  order  to  make  each  child 
keen  in  observation,  and  quiqk  in  response. 

10.  FEATHER  FLY  * 
Material;     Feather  or  down. 

A  feather  is  kept  in  the  air  by  the  children's  blowing  it. 
They  may  stand  in  a  circle  or  in  two  lines,  or  remain  at 
their  seats,  and  the  child  who  is  blowing  when  the  feather 
falls  to  the  ground  is  out  of  the  game. 

11.  SNOW  MAN 

One  child  who  is  chosen  to  be  the  snow  man  sits  on 
the  floor  in  the  center  of  the  circle.  The  others  pretend 
to  roll  balls  of  snow  around  the  circle,  each  ball  getting 
larger  and  larger  as  they  go.  At  last,  one  is  rolled  to  the 
center,  and  the  snow  man  stands  on  his  knees;  next  he 
stands  on  his  feet;  then  his  head  is  made,  and  finally, 
his  arms.  The  children  in  the  circle  make  snow  balls 
and  throw  them  all  together  at  the  snow  man,  knocking 
off  his  arms,  head,  etc.,  and  at  last  the  snow  man  himself 
falls. 

12.  HOT  BALL 

Material:   Small  or  large  ball. 

The  children  sit  in  a  circle  on  the  floor.  One  of  them 
holds  under  his  hands  a  small  ball  which  he  pretends  to 
be  heating,  while  the  rest  of  the  children  clap  their  hands 
in  rhythm.  When  the  ball  is  hot  the  child  who  has  been 
heating  it  hits  it  with  the  back  of  his  hand,  sending  it 
across  the  circle.  The  one  nearest  to  where  it  goes,  hits 
it  with  the  back  of  his  hand,  and  so  on  back  and  forth 

*  From  Stoneroad's  "Gymnastic  Stories  and  Plays  for  Primary  Schools."  Copy- 
righted, 1898,  by  D.  C.  Heath  &  Co.  Used  by  permission. 


GAMES   FOR   GENERAL   ACTIVITY  19 

across  the  circle  the  ball  is  sent.  The  children  should 
keep  their  places  and  touch  the  ball  only  when  it  rolls  to 
them.  If  the  ball  stops  in  the  center  of  the  ring,  it  has 
become  cold,  and  has  to  be  heated  again.  After  a  time 
two  balls  may  be  used,  a  large  one  and  a  small  one. 
Judgment  and  control  are  taught  by  this  game. 

13.  MR.   SLAP  JACK  * 

A  circle  is  formed  as  if  for  "Drop  the  Handkerchief." 
One  child  runs  around  the  outside  and  taps  another 
gently  on  the  shoulder,  then  continues  running  in  the 
same  direction.  The  child  whom  he  has  touched  imme- 
diately turns,  runs  in  the  opposite  direction,  and  tries  to 
reach  his  own  place  before  the  first  child  can.  They 
pass  each  other  on  the  right  when  they  meet,  and  the  one 
who  fails  to  reach  the  vacant  place  becomes  the  next 
"Mr.  Slap  Jack."  Quick  and  accurate  response  to 
stimulus  are  required  in  this  game. 

14.  FOX  AND  RABBIT 
Materials:   Two  bean  bags. 

A  white  bean  bag  may  be  used  for  the  "rabbit,"  and  a 
red  one  for  the  "fox."  One  child  in  the  circle  is  given  the 
"rabbit,"  which  he  sends  around  the  circle  by  passing  it  to 
the  one  next  him,  and  so  on.  A  moment  later  the  "fox"  is 
started,  giving  chase  to  the  "rabbit."  The  latter  must 
reach  the  child's  hands  from  which  it  started,  before  the 
"fox"  overtakes  it.  The  players  sometimes  forget  that  a 
"fox"  is  coming  after  the  "rabbit"  and  do  not  help  it 
along.  Attention  and  co-operation  are  called  into  play. 

15.  HANDS  UP 

Players  are  formed  in  a  circle,  each  holding  up  his 

*  From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


20   GRADED    GAMES   AND   RHYTHMIC   EXERCISES 

hands.  A  child  in  the  center  tries  to  touch  one  of  the 
pairs  of  hands  before  their  owner  can  drop  them.  When 
dropped  they  are  quickly  raised  again  for  the  play  to 
continue,  and  the  child  whose  hands  are  touched  changes 
places  with  the  one  in  the  center.  Judgment  and  control 
are  taught. 

16.     PRINCE  TIPTOE 

The  children  stand  silently  in  line  while  the  leader 
whispers : 

"Hark!  here  comes  the  Prince  Tiptoe." 

"Where?"  whisper  all  the  players. 

"Here,"  answers  the  first  one,  and  he  leaves  the  line 
to  appoint  two  "guards,"  then  walks  away  on  tip-toe. 
The  whole  line,  excepting  the  "guards,"  follow  in  single 
file  also  on  tip-toe,  and  the  leader  gradually  increases  his 
speed  until  all  are  running,  always  on  tip-toe.  If  any 
player  is  discovered  by  the  "guard"  touching  the  ground 
with  his  whole  foot,  he  is  "sent  to  prison,"  which  may  be 
a  chosen  corner  of  the  room  or  playground,  and  the  last 
one  left  on  tip-toe  becomes  the  new  "Prince"  when  the 
game  begins  again. 


GRADE  II 

"Play  holds  the  sources  of  all  that  is  good.  By  means  of  play  the  child 
expands  in  joy  as  the  flower  expands  when  it  proceeds  from  the  bud;  for  joy 
is  the  soul  of  all  the  actions  of  that  age."  —  FROEBEL. 

I.     GAMES  OF  IMITATION 

1.  FOLLOW  THE  LEADER 

One  player  is  chosen  to  be  leader,  and  at  the  head  of  a 
line  of  others  leads  them  around  the  room,  in  and  out 
among  the  desks,  over  obstacles,  running,  hopping,  clap- 
ping hands,  and  doing  various  evolutions.  Any  player 
who  fails  to  follow  the  leader  must  drop  out  of  the  game. 

2.  ADAM  DID  HAVE  SEVEN  SONS 

The  players  stand  in  a  circle,  or  in  the  aisles  of  the 
class-room,  and  sing  the  following  verse  to  the  tune  of 
"Yankee  Doodle."  Before  the  song  is  begun,  the 
teacher  selects  some  child  to  show  the  rest  what  was  done 
by  Adam's  sons,  and  when  the  verse  is  repeated  all 
imitate  the  activity  together. 

Adam  did  have  seven  sons, 

Yes,  seven  sons,  Hurrah! 
They  never  ate,  they  never  drank, 

But  always  did  this  way. 

3.  HERE  WE  GO  ROUND  THE  MULBERRY  BUSH 

The  children  march  around  in  a  circle,  and  as  they 
sing  they  suit  the  actions  to  the  words.  The  first  verse 
may  be  used  as  a  chorus  between  the  singing  of  the  others, 

21 


22   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

while  the  children  join  hands  and  dance  around.     (For 
music  see  Grade  I,  Games  of  Imitation,  No.  3.) 

Here  we  go  round  the  mulberry  bush, 
The  mulberry  bush,  the  mulberry  bush; 

Here  we  go  round  the  mulberry  bush, 
So  early  in  the  morning. 

This  is  the  way  we  wash  our  clothes,  etc. 
So  early  on  Monday  morning. 

This  is  the  way  we  iron  our  clothes,  etc. 
So  early  on  Tuesday  morning. 

This  is  the  way  we  scrub  the  floor,  etc. 
So  early  on  Wednesday  morning. 

This  is  the  way  we  mend  our  clothes,  etc. 
So  early  on  Thursday  morning. 

This  is  the  way  we  sweep  the  floor,  etc. 
So  early  on  Friday  morning. 

This  is  the  way  we  stir  our  bread,  etc. 
So  early  on  Saturday  morning. 

This  is  the  way  we  go  to  church,  etc. 
So  early  on  Sunday  morning. 

4.     GRAND  MUFTI  * 

The  class  is  arranged  as  if  for  gymnastics,  while  the 
teacher  stands  in  front  and  goes  through  certain  move- 
ments as  she  chooses,  at  the  same  time  saying  either 
"Thus  says  the  Grand  Mufti,"  or  "So  says  the  Grand 
Mufti."  When  "thus"  is  heard  the  children  take  the 
movement;  but  when  "so"  is  used  by  the  teacher  they 

*  From  "For  Grace  and  Pleasure,"  by  Martha  McC.  Barnes.  By  courtesy  of 
the  Milton  Bradley  Company. 


GAMES    OF   SENSE-PERCEPTION  23 

do  nothing.  All  children  who  do  not  act  at  the  proper 
time,  or  remain  still  at  the  proper  time,  must  resume 
their  seats,  and  the  one  who  remains  standing  the  great- 
est length  of  time  wins  the  game. 

II.     GAMES  OF  SENSE-PERCEPTION 

1.  HAVE  YOU  SEEN  MY  SHEEP?*    (Sight,  hearing,  and 
reaction) 

If  there  is  room  the  children  may  be  arranged  in  a 
circle;  if  not  they  may  be  seated  in  regular  order.  One 
child  walks  around  the  room,  touches  some  one  on  the 
shoulder,  and  asks,  "Have  you  seen  my  sheep?"  The 
other  replies,  "How  was  he  dressed?"  The  first  player 
then  describes  the  dress  of  some  third  child,  who,  as  soon 
as  he  recognizes  his  own  description,  runs  around  the 
room  or  circle  and  tries  to  regain  his  place  before  the  first 
player  can  tag  him.  If  he  is  tagged  he  becomes  the 
"shepherd." 

2.  HUCKLE  BUCKLE  BEAN  STALK  *     (Sight  and  con- 
trol) 

Material:   A  thimble. 

A  thimble  is  used  in  this  game  as  in  "Hide  the  Thim- 
ble," and  is  hid  by  one  player  where  it  can  be  seen  without 
having  to  move  anything,  while  the  rest  cover  their  eyes 
or  leave  the  room.  If  a  child  spies  the  thimble  he  lets 
no  one  know  it,  but  moves  to  the  other  side  of  the  room 
as  though  still  looking,  and  finally  takes  his  seat  saying, 
"Huckle  Buckle  Bean  Stalk."  The  hunt  continues  until 
every  one  is  seated. 

*From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


24   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

3.  EXCHANGE  *     (Hearing) 

The  children  are  seated  in  a  circle  on  the  floor.  One 
who  is  blinded  stands  in  the  center  and  calls  the  names 
of  two  players  who  must  change  places  with  each  other. 
The  player  in  the  center  tries  to  catch  either  of  the  two 
as  they  move  about  the  circle,  and  if  he  succeeds  the  one 
whom  he  catches  becomes  the  blind  player  in  his  place. 

4.  JACOB  AND  RACHEL     (Hearing) 

Material:   Paper  bag  for  blinding. 

One  of  the  girls,  who  answers  to  the  name  of  "Ra- 
chael,"  is  blinded  and  stands  in  the  center  of  a  circle 
formed  by  the  other  children.  She  turns  around  three 
times,  then  walks  forward  and  touches  one  of  the  boys, 
who  enters  the  circle.  The  girl  then  calls  out  "Jacob"; 
the  boy  answers,  "Rachael,"  and  guided  by  the  sound  of 
his  voice  she  tries  to  catch  him.  If  she  succeeds  she  must 
identify  him,  and  the  boy  then  takes  her  place  in  the 
center.  If  she  fails,  she  must  begin  again,  touching 
another  boy,  etc. 

III.     TRADITIONAL  GAMES  AND  SONG-PLAYS 

1.     LONDON  BRIDGE 

If  played  on  the  playground  or  in  a  hall  where  there  is 
plenty  of  room,  it  is  preferable  to  have  two  children 
forming  the  bridge  with  raised  hands,  while  all  the  rest 
march  around  under  the  arch  and  await  their  turn  to  be 
caught.  As  the  last  words  of  the  verse  are  sung,  the 
children  who  form  the  arch  let  their  arms  fall,  enclosing 
the  one  who  happens  to  be  passing  under.  He  is  then 
given  a  choice  between  two  articles,  such  as  "gold"  and 

*From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


TRADITIONAL    GAMES   AND    SONG-PLAYS         25 

"diamonds,"  which  are  represented  by  the  two  pillars 
of  the  bridge,  and  according  to  his  choice  he  steps  behind 
one  or  the  other  of  the  children  and  encircles  him  with 
his  arms,  to  await  the  end  of  the  game.  When  all  the 
children  have  been  caught  a  tug-of-war  ensues  between 
the  two  lines  of  children,  and  the  side  wins  which  succeeds 
in  pulling  hard  enough  to  force  the  other  leader  to  cross 
a  given  line  back  of  where  the  "bridge"  was  stationed. 
The  tune  is  an  old  and  familiar  one;  the  verses  are  as 
follows : 

London  Bridge  is  falling  down,  falling  down,  falling  down, 
London  Bridge  is  falling  down,  my  fair  lady. 

Build  it  up  with  iron  bars,  etc. 
Iron  bars  will  bend  and  break,  etc. 
Build  it  up  with  golden  stones,  etc. 
Golden  stones  '11  be  stolen  away,  etc. 
2.     FLOWER  GAME 

Two  children  make  an  arch  with  their  hands  as  in 
"London  Bridge,"  under  which  all  the  rest  pass,  singing 
to  the  tune  of  the  "Muffin  Man"*  the  following  verse: 

We're  looking  for  a  buttercup, 

A  buttercup,  a  buttercup, 
We're  looking  for  a  buttercup, 

And  find  one  here. 

At  the  word  "here"  in  the  song,  the  two  players 
lower  their  hands  and  catch  the  one  who  is  passing  by. 
He  is  given  a  choice  between  two  flowers  represented  by 
the  two  children,  and  then  takes  the  place  of  the  one 
whom  he  happens  to  choose. 

*See  p.  11,  First  Grade  Games. 


26   GRADED    GAMES   AND   RHYTHMIC   EXERCISES 

3.     GOING  TO  JERUSALEM 

Materials:   Chairs  for  number  of  players. 

a.  The  children  march  around  a  row  of  chairs,  every 
other  one  of  which  is  facing  one  way,  and  the  alternate 
ones  the  other  way.     The  teacher  may  clap  her  hands 
in  rhythm  as  the  children  march,  and  whenever  she  stops 
they  must  seat  themselves  in  the  nearest  chair  possible. 
In  the  meantime  one  chair  has  been  removed,  so  that  one 
player  is  left  without  a  seat  when  all  try  to  reach  one. 
The  game  continues  until  but  one  child  is  left.     Taking 
hold  of  the  chairs  is  not  permissible. 

b.  The  class  may  be  seated  regularly,  and  the  alter- 
nate rows  play  at  the  same  time.     At  the  beginning,  a 
child  from  a  row  that  is  not  to  play  stands  at  the  back  of 
the  room  ready  to  march  with  the  row  next  him  that  is 
playing,  so  that  in  every  group  there  is  one  more  player 
than  there  is  number  of  seats.     The  child  left  out  of  a 
given  row  occupies  one  of  those  seats  when  the  marching 
continues,  and  in  this  way  the  number  of  available  seats 
is  always  one  less  than  the  number  of  players. 

•    4.     DROP  THE  HANDKERCHIEF 

Material:   Handkerchief  or  paper  napkin. 

In  a  large  hall  or  playground  this  is  played  with  the 
children  arranged  in  a  circle,  and  the  song,  "Itisket, 
Itasket,"  may  or  may  not  be  used.  In  the  schoolroom 
the  children  may  be  seated  as  usual  while  one  child  runs 
about  with  the  handkerchief  and  drops  it  at  the  desk  of 
the  child  whom  he  chooses.  The  favored  one  imme- 
diately gives  chase  and  tries  to  catch  the  runner  before 
he  returns  to  his  seat.  If  he  is  successful  he  may  drop 
the  handkerchief  again,  otherwise  the  runner  may  drop 
it.  The  rule  that  boys  must  drop  the  handkerchief  to 
girls,  and  girls  to  boys,  and  always  to  players  who  have 


GAMES   FOR   GENERAL   ACTIVITY  27 

not  received  it  before,  makes  for  generosity  of  spirit  in 
the  game. 

5.     LADS  AND  LASSIES 

Six  or  seven  little  girls  (a  number  corresponding  to 
the  number  of  aisles  in  the  room)  take  places  at  the  front 
of  the  room  near  the  wall,  facing  the  class.  The  same 
number  of  boys  stands  at  the  back  of  the  room  facing 
them,  and  as  the  first  verse  of  the  song  is  sung  the  boys 
and  girls  advance  toward  each  other,  meeting  half-way 
down  the  aisle.  They  bow,  then  join  right  hands,  and 
with  a  sliding  motion  they  dance  up  and  down  the  aisles 
singing  "Tra-la-la,"  etc.  During  the  second  verse  they 
move  slowly  back  to  their  places,  waving  their  hands  as 
they  sing. 

*  Lads  of  this  street,  Lassies  that  street,  went  to  walk  one  day. 
When  they  met,  they  bowed  politely,  and  then  danced  so  gay. 
Cho.  —  Tra-la-la-la,  Tra-la-la-la-,  Tra-la-la-la-la, 

Tra-la-la-la,  Tra-la-la-la-la,  O  what  fun  to  play! 

Lads  of  this  street,  Lassies  that  street,  tired  of  their  play, 
Waved  good-by,  and  ran  home  blithely,  to  come  another  day. 
Cho.  —  Tra-la-la,  etc. 

IV.     GAMES  FOR  GENERAL  ACTIVITY  (Including  bean- 
bag,  ball,  and  running  games) 

1.     BEAN-BAG  RELAY  RACE  —  PLACING  BAGS 

Materials:   Three  or  more  bags  for  each  row. 

Circles  are  drawn  on  the  floor  in  the  front  and  at  the 
back  of  the  class-room,  opposite  the  aisles.  Three  bags 
are  placed  in  the  circles  at  the  back  of  the  room.  At  a 
signal  from  the  teacher  the  children  in  the  front  seats 
run  to  the  back,  take  the  bags,  one  at  a  time,  and  carry 

*Tune:  "Coming  Thro'  the  Rye." 


28   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

them  to  the  circles  opposite  in  the  front  of  the  room,  then 
return  to  their  seats.  The  children  in  the  second  seats 
carry  the  bags  from  the  front  to  the  back  of  the  room, 
and  so  on.  The  very  slight  element  of  competition  should 
be  for  lightness  of  running  and  accuracy  in  placing  the 
bags  rather  than  for  speed. 

2.  LOST  BAG  RELAY  RACE 
Materials:  Three  bean-bags  for  each  row. 

Three  or  four  bean-bags  are  placed  on  crosses  marked 
at  intervals  of  four  feet  in  the  aisles  of  the  room.  As  in 
the  preceding  game  the  children  in  the  front  seats  race 
first,  picking  up  all  the  lost  bags,  one  at  a  time,  and  plac- 
ing them  in  a  chair  or  in  the  lap  of  a  child  in  the  front  of 
the  room,  —  a  child  or  chair  for  each  row. 

3.  RELAY  FLAG  RACE 
Materials:   One  flag  for  each  row. 

Six  or  more  children,  according  to  the  number  of 
rows  in  the  room,  are  selected  to  stand  facing  the  class 
in  the  front  of  the  room,  each  opposite  his  aisle  and  hold- 
ing a  flag.  The  same  number  of  children  is  stationed  at 
the  back  of  the  room,  facing  the  players  with  the  flags, 
one  just  opposite  each.  The  children  in  the  seats  are 
arranged  so  that  there  is  an  even  number  in  each  row. 
At  a  given  signal  those  in  the  first  seats  run  to  the  front 
of  the  room,  take  the  flags  from  the  children  holding 
them,  carry  them  to  the  players  at  the  back  of  the  room, 
and  then  return  quickly  to  their  seats  where  a  good  posi- 
tion is  immediately  taken.  When  this  is  done  the  next 
children  run  to  the  back,  carry  the  flags  to  the  front, 
and  return  to  places,  and  so  on  until  all  have  run.  The 
row  that  finishes  first  wins  the  game. 


GAMES    FOR   GENERAL   ACTIVITY  29 

4.  HOPPING  RACE 

The  children  race  by  rows  from  the  front  to  the 
back  of  the  room,  touch  the  wall,  then  return  to 
their  seats,  hopping  on  one  foot  all  the  way.  The 
teacher  should  say  on  which  foot  the  hopping  is  to  be 
done. 

5.  CAT  AND  RAT 

The  children  join  hands  in  a  circle  to  form  the  house; 
one  player  who  can  run  well  is  chosen  to  be  the  "cat," 
while  three  or  four  others  are  the  "rats."  The  "cat" 
tries  to  catch  the  "rats"  as  they  run  about  the  house;  as 
soon  as  one  is  caught  he  joins  the  circle,  and  the  "rat" 
last  to  be  caught  becomes  the  "cat"  in  the  next  game. 
The  players  forming  the  circle  try  to  help  the  "rats,"  and 
hinder  the  "cat,"  by  raising  and  lowering  their  arms,  in 
order  to  let  the  former  by  and  to  prevent  the  latter  from 
passing. 

6.  CAT  AND  MICE  * 

All  the  players  in  their  seats  represent  "mice,"  and  one 
of  their  number  is  chosen  to  be  the  "cat."  The  "cat" 
hides  behind  a  chair  or  some  other  object  in  the  corner 
of  the  room,  and  pretends  to  be  asleep,  while  four  or 
five  little  "mice"  chosen  by  the  teacher  tip-toe  very  softly 
toward  the  "cat's"  corner,  and  begin  gnawing  wood - 
making  a  scratching  sound  with  their  fingers.  The  nib- 
bling of  the  "mice"  awakens  the  "cat,"  who  runs  after 
them  and  tries  to  catch  them  before  they  can  return  to 
their  places.  Those  whom  the  "cat"  catches  are  put  in 
a  corner  and  are  given  another  trial  to  reach  their  seats 
at  the  end  of  the  game. 

*From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


30   GRADED    GAMES   AND  RHYTHMIC   EXERCISES 

7.  RABBIT  RACE     (For  playground) 

The  boys  race  together,  and  the  girls  together,  a  given 
distance,  leaping  on  hands  and  feet  as  rabbits  would  in 
covering  the  ground  quickly.  If  a  player  rises  to  an 
erect  position  and  runs,  he  is  out  of  the  race;  also  it  is 
unfair  if  the  two  hands  are  not  moved  together,  and  the 
two  feet  together. 

8.  VAULTING  GAME 

A  low  bench  is  often  available,  or,  if  not,  a  board  may 
be  placed  across  two  chairs  and  held  firmly  at  either  end. 
The  children  in  turn  run  and  vault  over  the  bench,  the 
first  time  vaulting  to  the  right  and  the  next  time  to  the 
left,  always  trying  to  land  on  the  toes  with  knees  bent 
and  spread  apart. 

9.  LAME  FOX  AND  CHICKENS  * 

One  child  is  chosen  to  be  the  "fox,"  and  has  a  den  at 
one  end  of  the  room  or  yard;  all  the  rest  are  "chickens" 
in  a  coop  at  the  opposite  end  of  the  yard.  At  a  signal 
from  the  teacher  all  the  "chickens"  run  out,  try  to  touch 
the  "fox's"  den  and  return  home  before  being  caught  by 
the  "fox."  The  latter  must  hop  on  one  foot  all  the  time, 
and  if  any  of  the  "chickens"  see  him  with  both  feet  on 
the  ground  they  may  drive  him  back  to  his  den  with  their 
handkerchiefs.  All  the  "chickens"  that  are  caught  be- 
come "lame  foxes"  and  go  with  the  "fox"  to  his  den, 
then  help  catch  the  "chickens"  when  next  they  run  out. 

10.  STONE  *     (For  hall  or  playground) 

The  children  form  a  circle  and  if  possible  a  line  is 
drawn  under  their  feet.  One  player  represents  a  "stone," 

*  From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


GAMES    FOR    GENERAL   ACTIVITY  31 

and  lies  in  the  center  of  the  circle.  All  the  children 
march  around  clapping  their  hands  in  rhythm,  when  the 
" stone"  suddenly  rises  and  chases  the  others  to  the  end 
of  the  hall  or  yard,  where  a  goal  of  safety  is  marked  off. 
If  any  children  are  caught  they  become  "stones"  and  lie 
in  the  center,  giving  chase  to  those  who  are  marching 
around  only  at  the  signal  of  the  first  "stone." 

11.  GARDEN  SCAMP 

One  player  is  selected  for  "gardener,"  another  for 
"scamp,"  while  the  rest  form  a  circle  with  hands  joined. 
Inside  the  circle  is  the  "scamp,"  outside  is  the  "gar- 
dener," and  the  two  carry  on  the  following  conversation: 

Gardener.  -  -  What  are  you  doing  in  my  garden  ? 

Scamp.  —  Eating  berries. 

Gardener.  -  -  Who  let  you  in  ? 

Scamp.  --  No  one. 

Thereupon  the  "gardener"  gives  chase  to  the  "scamp," 
following  exactly  where  he  goes,  while  those  forming  the 
ring  raise  and  lower  their  hands  to  allow  them  both  to 
pass.  If  the  "scamp"  is  caught  he  becomes  "gardener" 
and  chooses  a  new  "scamp."  Two  new  players  should 
be  chosen  to  run  if  the  chase  continues  too  long. 

12.  MR.  SLAP  JACK 

The  children  form  in  a  circle  as  if  for  "Drop  the  Hand- 
kerchief." A  child  runs  around  the  outside,  taps  another 
gently  on  the  shoulder,  and  continues  running  around 
the  circle.  The  second  child  turns  as  soon  as  he  is 
touched,  runs  in  the  opposite  direction  around  the  circle, 
meets  the  first  child  and  passes  him,  then  tries  to  regain 
his  own  place  in  the  circle  before  the  first  player  can. 
If  desired,  when  the  two  children  meet  in  their  run,  they 
may  shake  hands  three  times,  bow  twice,  join  hands  and 


32   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

turn  around  once,  or  perform  some  other  activity  before 
racing  for  the  vacant  place. 

13.  BEAN-BAG  TOSSING  AND  THROWING 

Materials :   Bean-bags  and  hoops  or  waste  baskets. 

a.  Through   hoops.     A  hoop  may   be  held   by  two 
children  in  the  front  of  the  room,  or  one  may  be  used  for 
each  aisle.     At  a  given  distance  from  the  hoops  a  line  is 
drawn,  and  standing  on  this  line  the  children  throw  in 
turn,  each  using  three  bags.     If  one  goes  through  the 
hoop  it  counts  five;  at  the  end  of  the  contest  the  row 
which  has  the  highest  score  wins. 

b.  Into  the  waste  basket. 

c.  Into  chalk  circles  drawn  upon  the  floor. 

14.  CIRCLE  BALL 

The  class  is  arranged  in  a  circle.  A  bean-bag  or  a 
large  ball  is  given  to  a  child  who  immediately  tosses  it 
on  to  his  neighbor,  and  so  on  around  the  circle  as  quickly 
as  possible.  The  children  who  drop  the  bag  when  a 
good  toss  has  been  made  to  them  must  drop  out  of  the 
game.  After  a  time  the  number  of  bags  kept  in  motion 
may  be  increased,  and  often  other  objects  may  be  sub- 
stituted for  the  ball  or  bean-bag.  Some  one  counts 
aloud,  and  the  children  try  to  have  the  bag  go  all  the 
way  around  in  a  small  number  of  counts. 

15.  LONDON  LOO 

The  wall  at  the  end  of  the  room  or  yard  is  the  goal. 
All  the  players  race  to  it,  and  the  last  one  to  touch  it 
becomes  "it."  He  stands  at  the  goal  while  the  others 
stand  at  the  opposite  end  of  the  field.  The  one  who  is 
"it"  calls  "London!"  The  others  reply  "Loo!"  and 
immediately  run  and  try  to  touch  the  goal  without  being 


GAMES  FOR  GENERAL  ACTIVITY  33 

tagged.  The  one  who  is  "it"  tags  as  many  as  possible; 
when  he  has  tagged  a  certain  number,  —  such  as,  ten,  - 
these  all  join  hands  in  a  line,  and  stand  at  the  goal  and 
call  "London!"  The  remaining  players  at  the  other  end 
of  the  field  answer  "Loo"!  and  run  as  before.  Only  the 
end  players  of  the  chain  can  tag  the  runners,  and  if  the 
chain  is  broken,  the  two  players  who  let  it  break  must 
drop  out  of  the  game. 

Variation:  All  who  are  tagged  join  hands  in  a  circle 
and  stand  in  the  center  of  the  field  between  the  two 
goals.  They  call  "London!"  The  others  reply  "Loo!" 
and  run.  Whereupon  the  children  in  the  center  let  go 
each  other's  hands  and  try  to  tag  as  many  as  they  can. 
The  last  child  caught  is  "it"  for  the  new  game. 

16.  FISHERMAN 

One  child  is  "fisherman,"  and  has  a  goal  at  the  center 
of  the  field.  At  one  end  is  a  goal  for  the  "fish,"  who  are 
supposed,  at  a  given  signal,  to  swim  from  their  goal  to  the 
opposite  end  of  the  yard,  while  the  "fisherman"  runs  out 
and  tags  as  many  as  he  can  as  they  swim  by.  The  "fish" 
make  the  swimming  movement  as  they  run.  All  caught 
turn  into  "fishermen"  and  help  catch  the  rest,  who  run 
again  at  a  signal.  The  game  is  continued  until  all  are 
caught. 

17.  TICKY,  TICKY,  TOUCHWOOD       (Wood  Tag) 

One  player  is  chosen  to  be  "it."  He  chases  the 
others  and  tries  to  tag  them  when  they  are  not  standing 
on  a  piece  of  wood,  or  are  not  touching  wood  with  their 
hands.  If  he  succeeds  the  one  who  is  tagged  becomes 
"it." 


GRADE  III 

"The  boy  of  promise  plays."  —  SPENCER. 

I.     GAMES  OF  IMITATION 

1.  FOLLOW  THE  LEADER 

A  resourceful  leader  is  chosen  by  the  teacher,  and  he 
may  have  for  his  followers  possibly  every  other  row  of 
children.  After  a  time  the  alternate  rows  are  allowed  to 
play  under  a  new  leader;  certain  children  chosen  from 
those  in  their  seats  may  act  as  judges,  and  as  soon  as  a 
player  fails  to  follow  his  leader  exactly  he  must  resume 
his  seat.  Always  within  the  bounds  of  order  the  leader 
pursues  a  course  much  as  he  chooses  —  walking  on  tip- 
toe, walking  backward,  running,  skipping,  vaulting  over 
a  certain  seat,  jumping  to  reach  a  book  held  by  a  child 
standing  in  his  seat,  marching  with  a  book  balanced  on 
the  head,  etc. 

2.  i  SAY  STOOP!  * 

The  class  is  arranged  in  the  aisles  of  the  room  as  if 
for  gymnastic  exercise,  while  the  teacher  or  a  chosen 
leader  stands  in  front,  facing  the  class.  Whenever  the 
leader  says,  "I  say  stoop,"  both  he  and  the  children 
stoop,  rising  again  immediately.  When  the  command, 
"I  say  stand,"  is  given,  the  leader  stoops  as  before,  but 
the  children  remain  standing,  and  those  who  are  caught 
by  the  order  are  out  of  the  game,  or  must  pay  a  forfeit. 
The  player  who  remains  standing  the  longest  is  the  winner 
of  the  game. 

*From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 

34 


GAMES    OF   SENSE-PERCEPTION  35 

3.     STATUES 

All  of  the  children  sit  at  their  desks,  except  one  who 
is  selected  by  the  teacher  to  be  the  artist  who  makes  the 
statues.  This  child  passes  quickly  from  one  child  to 
another,  telling  them  all  how  to  pose.  When  she  has 
assigned  some  pose  to  each  child,  or,  if  there  are  many, 
to  those  in  every  other  row,  she  gives  a  signal  and  all 
assume  their  positions  at  the  same  time.  The  teacher  or 
the  other  half  of  the  class  must  try  to  guess  what  the  dif- 
ferent poses  are,  and  the  child  who  has  taken  his  position 
most  truly  is  the  artist  in  the  next  game.  The  following 
are  poses  easily  assumed  by  the  children:  a  boy  playing 
marbles,  a  dancer,  a  child  playing  the  piano,  a  bugler,  a 
boy  making  a  snow-ball,  a  woman  sweeping,  a  girl  rock- 
ing her  doll  to  sleep,  a  scissors-grinder,  a  barber,  a  blind 
boy,  a  newsboy,  etc. 

II.     GAMES  OF  SENSE-PERCEPTION 
1.    THE  BELLED  CAT*     (Hearing  and  touch) 

Materials:   Bell  on  a  string,  and  blindfold. 

A  bell  is  hung  around  the  neck  of  one  player  who  is 
called  the  "cat."  The  other  players  join  hands  in  a 
circle,  and  one  of  their  number,  who  is  blindfolded,  chases 
the  "cat"  around  the  inside  of  the  circle,  following  him 
by  the  sound  of  the  bell,  and  trying  to  catch  him.  If 
he  succeeds,  he  must  first  guess  who  it  is  that  he  has 
caught,  and  then  he  becomes  the  "cat."  If  he  cannot 
guess  by  feeling  of  the  clothing,  he  must  try  to  catch 
another  "cat." 

*  From  "  One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


36   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

2.  HUNT  THE  KEY  *       (Sight) 
Material:  Key  or  ring  on  a  string. 

The  players  stand  in  a  circle  and  each  one  holds  in 
his  hands  the  portion  of  a  long  piece  of  twine  that  is  nearest 
him,  allowing  it  to  slip  easily  between  his  thumb  and 
fingers.  The  twine  should  be  just  long  enough  to  ex- 
tend around  the  inside  of  the  circle,  and  the  ends  of  it 
should  be  tied  together.  On  the  twine  is  hung  a  key 
which  is  passed  from  one  player  to  another  very  quickly, 
and  one  person  in  the  center  of  the  circle  is  to  try  to 
find  the  key.  If  he  succeeds  he  changes  places  with  the 
player  who  allowed  it  to  be  discovered.  The  hunt  is 
made  more  difficult  if  all  the  hands  are  kept  moving 
back  and  forth  along  the  string,  covering  the  key  as  they 
move. 

3.  BUTTON,  BUTTON 
Material:   A  button. 

The  players  stand  in  a  line  or  sit  side  by  side,  with 
their  two  hands  held  tightly  together.  One  child  is  given 
a  button  which  he  holds  between  his  hands.  He  then 
goes  to  each  one  in  turn,  slipping  his  hands  between  the 
palms  of  the  other  children,  and  as  he  goes  he  drops  the 
button  into  some  child's  hands,  but  continues  passing 
around  as  long  as  he  chooses,  so  that  the  rest  will  not 
know  who  has  it. 

Finally,  he  stands  in  the  center  of  the  circle  and 
says,  "Button,  button,  who  has  the  button?"  All  the 
children  try  to  guess  who  has  it,  and  the  one  who  calls 
out  the  right  name  is  the  next  to  pass  around  with  the 
button. 

*From  "Games  for  Everybody."  Copyright,  1905,  by  Dodge  Publishing 
Company. 


TRADITIONAL    GAMES   AND    SONG-PLAYS         37 

4.  HUNT  THE  SLIPPER 
Material:   Shoe  or  rubber. 

All  the  children  except  one  sit  on  the  floor  in  a  circle, 
with  their  knees  raised.  The  one  left  out  brings  a  slipper 
or  rubber,  and  handing  it  to  one  child  says: 

Cobbler,  cobbler,  mend  my  shoe, 
Have  it  done  by  half -past  two. 

He  walks  to  the  other  side  of  the  room,  waits  a  mo- 
ment, then  returns  and  asks  if  the  shoe  is  done.  In  the 
meantime  the  shoe  is  being  passed  from  one  to  another 
under  their  knees.  The  child  who  is  asked  if  the  slipper 
is  done,  says,  "I  don't  know,  ask  my  next-door  neighbor." 
Receiving  always  the  same  answer  until  the  right  cobbler 
is  found,  the  first  player  continues  his  search  around  the 
ring.  If  the  time  is  short  the  shoe  may  be  tossed  across 
the  circle,  so  that  it  will  be  more  easy  to  follow  it. 

5.  SPOOL  GARDEN  * 
Materials:  25  or  more  spools. 

As  many  spools  as  possible  are  gathered  together, 
the  children  bringing  them  from  home,  and  each  spool 
is  marked  with  the  name  of  some  flower,  such  as  pansy, 
violet,  daisy,  rose,  etc.  The  spools  are  placed  in  a  row, 
then  one  child  who  is  the  gardener  gathers  up  all  the 
spools  and  hides  them  in  all  the  corners  and  out-of-the 
way  places  of  the  room,  only  one  spool  being  in  each 
hiding-place.  The  children  have  left  the  room  while 
the  spools  are  being  hidden,  and  when  all  are  placed 
they  are  called  back  to  hunt  for  the  flowers.  When  the 
hunt  is  over  the  one  having  the  most  complete  set  of 
flowers  is  the  winner.  Cards  might  be  used  instead  of 
spools,  but  the  latter  are  obviously  more  durable. 

*From  "Games  for  Everybody."  Copyright,  1905,  by  Dodge  Publishing 
Company. 


38   GRADED    GAMES   AND   RHYTHMIC    EXERCISES 
III.     TRADITIONAL  GAMES  AND  SONG-PLAYS 

1.  "OATS,  PEAS,  BEANS,  AND  BARLEY  GROW" 


Oats,   pease,  beans     and    bar    -    ley    grow, 


Oats,  pease,  beans    and      bar    -  ley  grow,     Can 


you     or     I        or    an    -    y  -  one  know    How 


oats,     pease,  beans      and     bar    -    ley    grow  ? 


Thus       the    farm    -    er      sows      his    seed, 


/  J  /  j 


Thus        he    stands    and    takes       his     ease, 


Stamps  his    foot        and  claps       his  hands    and 


turns        a  -  round      and  views      the    land. 


j  ;j 


Wait-ing  for     a  part-ner,  Wait-ing  for    a  part-ner, 
Tra    la  la     la    la    la,   Tra  la    la     la     la    la, 


O  -  pen    the  ring      and  choose     one     in.    While 
Tra     la      la       la         la      la          la      la        la 


we 
Tra 


all      gai 
la       la 


ly     dance      and     sing. 
la        la  la        la. 


TRADITIONAL    GAMES   AND    SONG-PLAYS         39 


One  child  is  chosen  to  be  the  farmer,  who  stands  in  the 
center  of  a  circle  formed  by  the  others,  while  they  dance 
around  him  singing  the  words  of  the  song,  and  perform- 
ing the  motions  indicated.  At  the  proper  time  the  farmer 
chooses  a  partner,  and  the  rest  move  in  a  circle  about  the 
two.  The  one  chosen  becomes  the  farmer  in  the  next  game, 
and  the  first  farmer  returns  to  his  place  in  the  circle. 

2.     ROUND  AND  ROUND  THE  VILLAGE 

a.  In  the  schoolroom.     One  child  who  is  the  "trav- 
eler" runs  lightly  on  tip-toe  around  the  room,  up  and 
down  the  aisles,  and  touches  four  or  five  children  who 
immediately  follow  her.     The  rest  of  the  class  remain  in 
their  seats  and  sing  the  verses  of  the  song.     During  the 
second  verse,  "In  and  out  the  window,"  the  children  re- 
maining, stand  in  their  seats  and  join  hands  with  the  chil- 
dren across  the  aisle,  if  there  be  any,  in  order  to  form  the 
arches  of  the  windows.     At  the  singing  of  the  third  verse, 
"Stand  and  face  your  partner,"  the  travelers  face  one  of 
their  own  party;  and  at  the  fourth  verse,  "Follow  me 
to  London,"  all  return  to  their  seats,  and  a  new  group 
is  chosen  to  begin  the  game. 

b.  Out  of  doors.     The   children   are   arranged   in  a 
circle,  and  form  arches  by  holding  up  their  joined  hands. 
One  child  followed  by  three  or  four  others  circles  about 
outside  the  rest. 


Go  round  and  round      the    vil  -  lage,        Go 


i      r>i  i 


round  and  round  the  vil-  lage,  Go  round  and  round  the 


vil  -  lage, 


As    we     are      all     so      gay. 


40   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 


Players  raise  hands  while  the  "travelers"  wind  in  and 
out  of  the  circle,  all  singing: 

Go  in  and  out  the  window, 
As  we  are  all  so  gay. 

Each  "traveler"  faces  some  other  child - 

Now  stand  and  face  your  partner 
As  we  are  all  so  gay. 

At  last  verse,  skip  around  the  circle  with  new  partners. 

Now  follow  me  to  London, 
As  we  are  all  so  gay. 

3.     THE  JOLLY  MILLER  * 


? 


Jol-ly     is    the  mil -ler  who  lives  by  the  mill, The 


£ 


i     I 


wheel  goes  round  with  a      right  good    will;     One 


;  j 


hand  in  the  hop-per,and  theoth-er    in    the  sack, The 


V-tf 

N 

~f* 

1 

-/£r 

-•  — 

—  f— 

—  P- 

-f— 

—  P- 

—  j|  — 

-J— 



—  £- 

KB 

+- 

—  h- 

—  v- 

—  t/'— 

—  0— 

right  steps  for-ward,and  the  left    steps  back. 

The  children  in  double  file  march  around  in  a  circle, 
the  arm  of  each  player  in  the  outer  ring  being  linked  with 
that  of  a  player  in  the  inner  ring,  and  as  they  march  they 
sing  the  words  of  the  song.  As  it  ends,  each  player  in  the 
outer  ring  lets  go  the  arm  of  his  partner  and  tries  to 
grasp  the  arm  of  the  one  who  stood  in  front  of  his  partner. 

*From  "Eighty  Good  Times  Out  of  Doors."  Copyright  by  Fleming  H. 
Revell  Company. 


GAMES    FOR   GENERAL   ACTIVITY  41 

One  player  stands  in  the  center  of  the  circle,  and 
when  the  others  are  changing  partners  he  tries  to  secure 
a  partner  for  himself  by  grasping  the  arm  of  one  in  the 
inner  ring  while  it  is  free.  If  he  succeeds,  the  player  in 
the  outer  ring  who  is  thus  left  without  a  partner  must 
take  his  place  in  the  center. 

IV.     GAMES  FOR  GENERAL  ACTIVITY 

1.  DERBY  JIG  * 

A  line  is  drawn  across  the  front  of  the  room,  and 
crosses  are  placed  near  the  blackboard,  opposite  each  aisle. 
The  children  in  the  front  row  of  seats  take  places  at  the 
back  of  the  room  opposite  each  aisle.  At  the  command 
"stoop,"  the  children  obey,  with  hands  clasped  under 
knees.  At  the  signal  "go,"  they  hop  down  the  aisles 
to  the  goal,  then  back  to  their  seats.  The  child  in  good 
position  first  wins.  The  other  rows  (across  room)  race 
in  turn. 

2.  BIRDS  * 

Two  corners  of  the  room  are  marked  off,  one  for  a 
"cage,"  the  other  for  a  "nest."  One  player  is  the 
"mother-bird,"  and  stands  in  the  "nest";  two  others  are 
"bird-catchers,"  and  stand  half-way  between  the  "nest" 
and  the  "cage."  The  rest  sit  at  their  desks,  and  in 
groups  of  four  or  five  are  named  after  various  birds. 
The  teacher  calls  the  names  of  these,  first  one,  then  later, 
another.  The  players  who  have  received  the  name 
called  run  to  the  back  of  the  room,  and  when  they  have 
all  reached  the  back,  the  "bird-catchers"  give  them 
chase  up  and  down  the  aisles  to  the  "nest."  The  "birds" 

*  From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


42   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

caught  before  crossing  the  line  of  the  "nest"  are  put  in 
the  "cage."  After  the  first  flight,  a  second  name  of 
birds  is  called  and  the  game  proceeds  as  before.  At 
the  end,  the  "birds"  in  "cage"  are  counted  and  those  in 
the  "nest"  also.  If  the  "mother-bird"  has  a  larger 
number  she  wins.  The  object  is  to  defeat  the  "bird- 
catchers." 

3.  MERRY-GO-ROUND  * 

Materials:   Chairs  for  number  of  players. 

Small  chairs  are  placed  close  together  to  form  a  circle. 
The  players  seat  themselves  facing  inward,  all  except 
one,  who  stands  in  center  and  tries  to  secure  a  seat  that 
has  been  left  vacant.  All  keep  moving  to  the  right  from 
one  stool  to  the  next,  so  that  this  is  difficult.  When  the 
one  in  the  center  succeeds  in  seating  himself,  the  player 
on  his  left  goes  into  the  center.  Each  one  is  responsible 
for  the  seat  on  his  right,  and  a  person  cannot  occupy 
two  chairs  at  once.  Vary  by  having  the  circle  move  to 
left  in  changing  seats,  then  each  will  be  responsible  for 
the  seat  on  his  left.  In  a  hall  or  corridor  this  can  be 
played  by  marking  crosses  on  the  floor,  -  -  when  players 
must  stand  on  the  crosses  instead  of  being  seated  in  chairs. 
It  is  more  satisfactory  to  have  boys  play  together  and 
girls  together,  except  when  using  the  crosses. 

4.  THE  MILLER  is  WITHOUT     (Hall  or  Playground) 
Two  goals  are  fixed  at  opposite  ends  of  the  playground. 

In  one  are  the  players,  in  the  other  the  "miller."     A 
"watchman"  stands  in  front  of  the  players.     The  "mil- 
ler" calls  out:  "Hello!     Hello!" 
Watchman:  "Who  is  there?" 

*From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


GAMES   FOR    GENERAL   ACTIVITY  43 

Miller:  "The  miller." 

Watchman:  "What  do  you  want?" 

Miller:  "A  sackful  of  children." 

Watchman:  "Then  catch  them." 

The  players  then  hurry  to  the  opposite  goal.  If  one 
is  caught,  he  becomes  the  "miller,"  the  "miller"  be- 
comes the  "watchman,"  and  the  previous  "watchman" 
joins  the  other  players. 

5.  TOKEN    TAG 

Material:   Object  for  token. 

The  players  are  seated  at  their  desks.  One  child 
runs  about  the  room,  up  and  down  the  aisles  carrying  an 
eraser,  book  or  other  object.  He  places  the  object  on 
any  desk  he  chooses,  and  is  immediately  chased  by  that 
child,  who  carries  the  token  with  him,  and  follows  exactly 
the  course  of  the  runner.  If  the  runner  is  caught  the 
pursuer  becomes  the  next  runner;  if  not  caught,  he  may 
run  again,  unless  it  is  desirable  to  choose  a  new  player, 
so  that  all  may  have  a  turn. 

6.  "NO.   14"  RELAY  RACE 
Materials:  Two  bean-bags. 

The  players  are  divided  into  two  sides  with  a  captain 
for  each.  One  side  stands  side  by  side  in  the  outside  aisle, 
with  the  captain  on  a  cross  or  line  at  the  back  of  the  room. 
The  other  side  is  arranged  in  the  same  manner  on  the 
opposite  side  of  the  room.  The  captains  each  have  a 
bean-bag  or  ball,  and  at  a  signal  they  run  toward  each 
other  at  the  back  of  the  room;  turning  at  a  given  aisle 
(possibly  the  third),  down  which  they  run  to  the  front  of 
the  room,  where  they  turn  again  and  run  to  the  end  of 
their  own  lines.  Here  they  pass  the  bean-bag  to  the  end 
players,  each  on  his  own  side,  who  pass  them  to  the  next 


44   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

ones  and  so  on  to  the  heads  of  the  lines.  The  second 
players  then  receive  them  and  run  as  the  first  players 
did.  At  the  end  of  the  game  each  player  should  have 
run  once,  during  which  time  the  line  moves  on  toward 
the  head,  and  the  captains  should  be  in  their  original 
places  with  the  bean-bags  in  their  hands.  Simple  team 
work  is  called  for  in  this  game. 

7.  SITTING  TAG  * 

The  players  are  seated  in  rows,  and  every  group  of 
two  adjacent  rows  plays  an  independent  game.  In 
each  group  one  player  is  chosen  to  be  "it,"  and  stands 
between  the  rows.  At  a  signal  all  rise  quickly,  and  the 
one  who  is  "it"  tries  to  tag  them  before  they  can  sit. 
Those  tagged  must  remain  seated  until  all  have  been 
tagged,  or  until  the  time  limit  has  expired.  The  others, 
after  seating  themselves  to  avoid  being  tagged,  rise  at 
the  signal,  which  is  repeated.  Those  not  tagged  at  the 
end  of  the  time  are  the  winners. 

8.  DODGE  BALL     (Hall  or  playground) 

Material:   Basketball. 

Half  the  players  form  a  circle,  while  the  other  half 
stand  inside.  A  large  ball,  basket  ball,  volley  ball,  or 
common  rubber  ball,  is  rolled  into  the  circle  by  some 
player  in  the  ring,  and  those  inside  must  jump  over  it 
and  not  let  it  touch  them.  If  it  does  touch  some  one, 
that  player  must  join  the  outside  circle.  The  ball  can  be 
rolled  into  the  circle  only  when  the  player  rolling  it  is  in 
his  proper  place.  Vary  by  having  different  groups  stand 
in  the  center,  in  turn,  and  see  which  group  can  dodge 
the  ball  the  longest  time. 

*  From  "One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


GAMES   FOR   GENERAL   ACTIVITY  45 

9.  CHASE  THE  RABBIT 

All  the  children  kneel  on  the  floor  or  ground  in  a  ring 
with  hands  on  each  other's  shoulders.  One  is  chosen 
to  be  the  "rabbit,"  and  runs  around  the  outside  of  the 
ring  and  touches  one  of  the  players,  who  rises,  and  imme- 
diately begins  chasing  him  to  his  "hole."  The  moment 
the  player  is  touched  he  must  run  to  the  left,  while  the 
"rabbit"  continues  running  to  the  right,  and  he  must  tag 
the  "rabbit"  when  they  pass  each  other,  then  try  to  return 
to  his  own  place  before  the  "rabbit"  does.  If  he  fails  he 
becomes  the  "rabbit,"  and  the  game  goes  on  as  before. 

10.  LOOK  OUT  FOR  THE  BEAR  * 

Any  number  of  children  can  play  this  game.  One  is 
chosen  to  be  the  "bear,"  and  he  hides  in  some  part  of 
the  room  or  playground,  while  the  rest  with  their  backs 
turned  are  standing  at  their  goal.  As  soon  as  the  children 
have  counted  50  or  100  aloud,  they  all  scatter  to  look 
for  the  "bear."  The  child  who  finds  him  first  calls  out, 
"Look  out  for  the  bear,"  and  all  the  children  run  to 
their  goal. 

If  the  "bear"  catches  any  while  they  are  running  for 
their  goal,  they  become  "bears."  All  the  "bears"  then 
hide  together  and  the  game  continues  until  all  the  chil- 
dren are  "bears." 

11.  HOOP  RACE 

Materials :   Four  or  five  hoops  with  sticks. 

If  played  indoors,  in  limited  space,  the  children,  one 
at  a  time,  roll  a  hoop  around  the  room,  and  the  one  who 
succeeds  in  doing  it  three  times  without  having  it  turn 
over  or  stop  wins  the  game. 

*From  "Games  for  Everybody."  Copyright,  1905,  by  Dodge  Publishing 
Company. 


46   GRADED    GAMES   AND   RHYTHMIC   EXERCISES 

If  played  out  of  doors  where  there  is  plenty  of  room, 
four  children  may  race  at  a  time,  rolling  their  hoops  a 
given  distance  and  back  to  the  starting-place.  At  the 
end  of  the  heats  of  four  the  winners  may  race  again. 
Interest  is  added  if  score  is  kept  for  each  heat  of  the 
race  on  the  scale  of  7,  5,  3,  and  1,  for  the  four  runners. 
The  children  who  have  the  highest  scores  at  the  end  of 
the  game  are  the  winners. 

12.  THE  BUGABOO 

One  player,  the  "  Bugaboo,"  stands  in  one  goal, 
while  the  rest  stand  in  a  goal  at  the  opposite  side  of  the 
yard.  (If  played  in  the  schoolroom,  four  or  five  children 
only  may  be  chosen  to  play  at  once;  then  another  group, 
and  so  on.)  When  all  are  ready,  the  "Bugaboo"  calls: 

Hoo!  hoo!  hoo!     Here  comes  the  Bugaboo, 
He'll  catch  some  one,  and  it  may  be  you! 

and  thereupon  runs  out  from  his  goal  and  tries  to  catch 
the  others,  who  must  try  to  cross  to  his  goal  if  they  can. 
Those  who  are  caught  must  help  the  "Bugaboo." 

13.  HAWK  AND  HEN 

Children,  ten  or  twelve  in  number,  stand  one  behind 
another  with  their  hands  on  the  shoulders  of  the  player 
in  front,  and  represent  "hens."  Another  player,  the 
"hawk,"  tries  to  catch  the  last  "hen"  in  the  line,  and 
the  first  "hen"  must  try  to  prevent  him  from  doing  this 
by  getting  in  front  of  him,  and  guarding  with  arms  raised 
for  wings  while  the  rest  try  to  keep  out  of  the  way  of  the 
"hawk."  As  soon  as  a  "hen"  is  caught  she  is  out  of 
the  game.  The  second  and  third  in  the  line  may  become 
the  "hawk"  and  "hen"  in  the  next  game,  while  the  two 
latter  go  to  the  end  of  the  line. 


GAMES   FOR   GENERAL   ACTIVITY  47 

14.  TAG  BALL 

Material:   Soft  ball. 

The  children  stand  in  a  circle  facing  the  center.  A 
ball  is  passed  quickly  from  one  to  another  around  the 
circle,  while  one  child  running  around  on  the  outside 
tries  to  touch  the  one  who  has  the  ball.  If  he  succeeds 
the  two  change  places. 

15.  TOM,  TOM,  THE  PIPER'S  SON 

The  players  are  divided  into  two  equal  groups,  each 
member  of  which  is  given  a  number;  those  of  one  group 
corresponding  to  those  of  the  other. 

The  "marketmen"  each  have  a  knotted  handker- 
chief for  a  beetle,  and  are  stationed  together  at  one  side 
of  the  ground.  The  boys  with  "Tom"  are  in  a  goal  at 
the  opposite  end,  and  at  about  a  quarter  or  a  third  of  the 
distance  between  them  and  the  "marketmen"  is  placed 
an  object  such  as  a  dumb-bell,  a  handkerchief,  or  a  book. 

Number  "1"  of  each  party  takes  his  stand  at  the 
starting-line  of  each  group,  and  at  the  signal,  "Tom" 
tries  to  secure  the  object  and  return  with  it  to  his  home 
without  being  hit  by  the  "marketman,"  who  tries  to 
overtake  him  and  strike  him  with  the  beetle  before  he 
can  return.  If  the  "boy"  is  struck  he  becomes  the 
"marketman's"  prisoner;  if  not,  the  "marketman"  who 
chased  him  is  taken  to  the  "boy's"  home.  The  side 
having  the  most  players  when  all  have  run  is  victorious. 

This  can  be  played  in  the  schoolroom  easily,  running 
in  front,  or  around  the  room;  all  but  the  two  runners 
remain  in  their  seats  until  their  number  is  called. 

The  teacher  or  class  together  say  the  nursery  jingle, 
and  on  the  word  "run  "  the  two  players  start. 


48   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 
V.     MISCELLANEOUS   GAMES   OF  EDUCATIONAL   VALUE 

1.  WEATHER-COCK  * 

The  four  points  of  the  compass  are  represented  by 
the  four  corners  or  sides  of  the  room.  One  player  is  the 
"wind";  the  rest  stand  scattered  about  the  room.  When 
the  "wind"  calls  "North,"  they  turn  to  the  corner  that 
represents  north;  when  he  calls  "East,"  they  turn  to  the 
east,  and  so  on.  At  "Variable,"  the  players  move  back- 
wards and  forwards,  and  at  "Tempest"  they  turn  around 
three  times.  A  player  who  fails  to  obey  the  order  goes 
out  of  game  or  pays  a  forfeit.  (Co-ordination  and  quick 
response  are  required.) 

2.  EXCHANGE  TAG  * 

Two  children  are  "sheriffs,"  and  stand  in  the  front 
of  the  room.  The  rest  are  seated,  two  of  whom  signal 
to  each  other  to  exchange  seats,  and  as  they  run  to  do  so 
the  "sheriffs"  try  to  catch  them.  Whoever  is  caught  is 
"prisoner,"  and  sits  in  a  corner.  No  more  than  four 
players  may  exchange  seats  at  the  same  time;  and  no 
one,  even  to  escape  being  caught,  may  take  any  seat 
except  the  one  for  which  he  signaled.  (Judgment  and 
alertness.) 

3.  STAGE-COACH  * 

The  story-teller  stands  in  front  of  the  class.  The 
rows  of  pupils  are  named  for  the  parts  of  a  coaching  out- 
fit: horses,  driver,  wheels,  whip,  etc.  When  names  are 
mentioned  which  have  been  given  out,  in  the  course  of 
the  story,  players  who  have  those  names  rise  and  turn 
around  once  in  their  places.  Whenever  the  story-teller 

*  From  "  One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


MISCELLANEOUS   GAMES  49 

uses  "stage-coach"  all  the  players  rise  and  turn  once 
about.  The  story  always  ends  with  the  words,  'The 
stage-coach  upset,"  when  all  players  change  seats,  and 
the  "story-teller"  tries  to  secure  a  chair.  Whoever  is 
left  standing  must  tell  the  next  story.  (Attention  and 
response  to  auditory  stimulus.) 

4.     THE  FARMER  AND  THE  CROW 

Materials:   Seeds  or  bean-bags. 

One  player  is  the  "farmer"  and  another  the  "crow," 
or  there  may  be  a  "farmer"  and  a  "crow"  for  each  aisle. 
The  "farmer"  plants  seeds  (large  seeds  or  bean-bags 
may  be  used)  two  feet  apart,  along  a  straight  line.  The 
"crow"  hops  over  each  seed  to  the  end  of  the  line,  turns 
around,  changes  to  the  other  foot  and  hops  back,  picking 
up  the  seeds  on  his  way.  If  he  touches  the  floor  with 
both  feet  at  the  same  time,  fails  to  change  feet  before 
hopping  back,  or  drops  a  seed,  he  keeps  on  until  all  the 
seeds  are  gathered,  then  becomes  a  "scarecrow,"  and 
stands  with  his  arms  raised  at  the  side  while  the  next 
"farmer"  and  "crow"  play.  The  unsuccessful  "crows" 
are  entitled  to  another  trial  after  all  others  have  had  a 
turn.  Then  the  "farmers"  become  "crows." 


GRADE  IV 

"Plays  of  children  have  the  mightiest  influence  on  the  maintenance  or 
non-maintenance  of  laws.  If  children  are  trained  to  submit  to  laws  in  their 
plays,  the  love  for  law  enters  their  souls  with  the  music  accompanying  the 
games,  never  leaves  them  and  helps  in  their  development."  —  PLATO. 

I.     GAMES  OF  IMITATION 

1.  MASTERS  AND  MEN,  OR  TRADES  AND  PROFESSIONS 

Two  or  more  rows  play  at  a  time,  according  to  the 
arrangement  of  the  room.  The  players  are  in  two  equal 
parties,  one,  the  "masters;"  the  other,  the  "men."  The 
aim  of  the  "masters"  is  to  become  "men,"  and  the  "men," 
to  remain  "men"  as  long  as  possible.  A  "foreman"  of 
the  "men"  is  nominated,  who  chooses  a  trade  or  pro- 
fession for  the  "men"  to  imitate,  then  he  arranges  them 
in  line  before  the  "masters"  who  are  in  their  seats,  and 
bids  his  "men"  go  to  work  with  these  words: 

Now,  my  men,  the  work's  begun, 
No  more  talking  till  it's  done. 

The  "men"  illustrate  the  various  trades  in  panto- 
mime, as  for  instance,  carpentering,  —  sawing,  planing, 
hammering,  etc.,  —  for  two  minutes,  then  the  "foreman" 
stops  the  working  and  tells  the  "men"  to  demand  their 
pay.  Each  "master"  has  one  guess  as  to  the  name  of 
the  trade;  if  no  one  guesses  rightly,  the  "foreman"  tells 
the  name,  and  another  trade  is  chosen  by  the  "men." 
If  any  "master"  is  successful  in  his  guess,  "masters" 
and  "men"  change  places. 

50 


GAMES   OF   SENSE-PERCEPTION  51 

2.     SCULPTOR* 

One  player  is  the  "sculptor,"  and  with  his  assistants, 
whom  he  selects,  he  places  the  remaining  players  in  va- 
rious positions,  to  represent  the  statues  he  has  modeled. 
Some  may  be  kneeling,  others  throwing  a  ball,  some  may 
be  animals,  others  arranged  in  a  group,  and  so  on.  After 
all  have  been  instructed,  they  circle  in  a  ring  around  the 
"sculptor"  until  he  calls,  "The  sculptor  is  at  home,"  and 
counts  to  twenty.  Each  player  must  fall  into  position 
given  him  before  "sculptor"  finishes  counting.  Who- 
ever fails  must  pay  a  forfeit  or  take  his  seat,  and  the 
positions  must  be  held  until  sculptor  calls,  "The  sculptor 
is  not  at  home,"  when  players  all  dance  again  in  a  circle. 

II.     GAMES  OF  SENSE-PERCEPTION 

1.  HIDE  THE  THIMBLE       (Sight) 
Material:   A  thimble. 

Children  cover  their  heads  on  their  desks,  while  one 
hides  the  thimble;  or  they  may  leave  the  room. 

2.  BLACK  AND  WHITE  f     (Sight  and  reaction) 

Material:   A  card,  black  on  one  side,  and  white  on  the  other. 

Children  are  divided  equally  into  two  sides,  one  side 
called  "white"  is  distinguished  from  the  "black"  by 
having  handkerchiefs  tied  on  the  arms  or  white  paper 
pinned  on  the  clothing.  The  teacher,  or  a  leader  from 
the  children,  stands  on  a  stool  in  plain  sight  and  twirls  a 
disk  one  side  of  which  is  black,  the  other  white.  The 
players  scatter  about  the  room,  mingling  freely.  Sud- 
denly the  disk  is  held  still  with  only  one  side  visible;  if  it 

*  From  "  One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 

•j-  From  "  Indoor  and  Outdoor  Gymnastic  Games."  Copyright  by  American 
Sports  Publishing  Company. 


52   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 


is  black,  all  the  "whites"  drop  to  the  floor,  while  the 
"blacks"  try  to  tag  them  before  they  can  do  so,  and 
vice  versa.  Those  tagged  are  out  of  the  game  and  must 
take  their  seats.  Score  may  be  kept,  and  the  side  that 
has  tagged  the  greatest  number  at  the  end  of  the  game 
is  the  winning  side. 

3.  BLIND  MAN'S  BUFF     (Sound) 

Material:   A  blind  for  the  eyes. 

One  player  is  blindfolded,  and  given  a  cane  or  wand. 
The  others  join  hands  and  dance  around  him  until  he 
taps  on  the  floor  three  times.  They  stop  immediately, 
and  he  points  at  some  player  in  the  ring  with  the  cane; 
this  player  takes  the  end  of  it,  and,  holding  it,  must 
answer  any  three  questions  the  blindfolded  player  may 
choose  to  ask.  The  player  who  answers  may,  if  he 
desires,  change  his  voice,  or  not.  If  the  blinded  player 
tells  correctly  who  is  speaking,  the  two  change  places. 

4.  STEPS     (Sight  and  sound) 

Material:   A  bell  or  whistle  tied  with  a  string. 

A  line  of  players  stand  at  the  back  of  the  room;  in 
the  front  is  a  bell  or  whistle  on  the  back  of  a  chair  or 
placed  on  the  teacher's  desk.  One  player  chosen  to  be 
"it"  stands  in  the  middle  of  the  room,  and  both  he  and 
those  on  the  line  face  toward  the  bell.  Without  turning 
his  head  the  one  who  is  "it"  blows  a  whistle  or  counts 
ten,  and  while  he  is  doing  this,  the  others  move  toward  the 
bell.  When  he  stops  counting,  he  turns,  and  all  whom 
he  sees  moving  he  sends  back  to  the  starting  line.  The 
play  is  repeated,  the  one  who  is  "it"  moving  forward  if 
necessary  to  keep  in  front  of  the  players.  Each  player 
must  try  to  reach  the  gong  and  strike  it;  when  all  have 
struck  it,  or  when  the  time  limit  is  reached,  the  game 


GAMES    OF   SENSE-PERCEPTION  53 

ends.  The  first  to  strike  it  may  be  "it"  in  the  next 
game. 

5.  PETER  PIPER  *     (Sight,  hearing,   and  reaction) 
Upon  the  blackboard  the  verse,  "Peter  Piper,"  etc.,  is 

written  or  illustrated,  so  that  the  words  are  mixed  up 
and  it  will  be  difficult  to  point  them  out.  One  child  is 
given  the  pointer,  and  as  the  others  sing,  to  any  familiar 
tune,  such  as  "Yankee  Doodle," 

Peter  Piper  picked  a  peck  of  pickled  peppers,  (red) 
Now  if  Peter  Piper  picked  a  peck  of  pickled  peppers  (red) 
Where  is  lhat  peck  of  pickled  peppers, 
Peter  Piper  picked  ? 

Repeat  last  two  lines. 

she  must  point  out  each  word  or  drawing  as  quickly  as 
it  is  sung. 

If  a  mistake  is  made  in  pointing,  the  child  takes  her 
place  with  the  rest  and  another  one  takes  a  turn  at  point- 
ing. The  child  who  can  do  it  successfully  wins  the  game. 

6.  STILL  POND,  NO  MORE  MOVING 

All  the  children  form  a  circle,  joining  hands.  One 
child  is  blindfolded,  given  a  cane,  and  stands  in  the  center 
of  the  circle.  The  children  march  around  him,  going  fast 
or  slowly  until  he  taps  on  the  floor  three  times  with  his 
cane,  and  says:  "Still  pond,  no  more  moving."  The 
children  then  drop  hands,  remaining  perfectly  still  where 
they  are. 

The  blindfolded  player  feels  his  way  toward  the 
others,  holding  the  cane  in  front  of  him,  and  the  first 
child  who  is  touched  by  the  cane  must  take  hold  of  it, 
and  obey  the  orders  given  by  the  one  in  the  center.  He 

*From  "Games  for  Everybody."  Copyright,  1905,  by  Dodge  Publishing 
Company. 


54   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

may  say,  "Bark  like  a  dog,"  "Meow  like  a  cat,"  "Crow 
like  a  rooster,"  or  something  else,  giving  three  commands 
in  all.  If  he  is  unable  to  guess  who  has  the  other  end 
of  the  stick  after  hearing  his  voice,  he  must  change  places 
with  him.  If  he  is  successful  in  guessing  he  may  try 
again. 

III.     GAMES  FOR  GENERAL  ACTIVITY 
(Including  running  and  ball  games,  some  requiring  skill, 
and  others  calling  for  co-operation  or  team  work 
in  a  mild  form) 

1.  BEAN-BAG  BACKWARD 
Material:  A  bean-bag  for  each  row. 

A  bean-bag  is  placed  on  the  front  desk  in  each  row. 
The  same  number  of  children  are  in  each  row.  At  the 
signal  the  bags  are  picked  up,  tossed  over  head  to  the 
children  next  behind,  and  so  on  to  the  back  of  the  room. 
When  those  in  the  back  seats  have  received  the  bags, 
they  run  forward,  place  them  on  the  front  desks  and 
return  to  their  seats.  Children  in  good  position  first 
win.  Those  in  the  last  seats  then  walk  to  the  front  of 
the  room,  take  the  front  seats,  while  all  the  other  children 
move  back  one  seat;  the  game  then  proceeds  as  at  first 
until  all  are  in  their  own  places. 

2.  ALL  UP  * 

Materials:   Six  ten-pins. 

Six  circles,  one  foot  in  diameter  or  thereabouts,  are 
drawn  in  a  row  across  the  front  of  the  room  (near  the 
blackboard).  If  there  are  eight  rows  of  seats,  draw 
eight  circles  provided  there  are  eight  ten-pins.  In  each 
circle  are  marked  two  chalk  crosses,  and  on  the  crosses 

*  From  "  One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


GAMES    FOR   GENERAL   ACTIVITY  55 

in  the  left-hand  circles  of  each  two  are  placed  the  ten- 
pins. At  a  signal  the  children  in  the  front  row  of  seats 
run  quickly  to  the  circles  where  the  pins  are  placed  and 
change  them  to  the  next  circle,  placing  them  upon  the 
crosses,  then  run  back  to  their  seats.  The  children  in  the 
second  row  then  run,  replacing  the  ten-pins  in  the  first 
circle,  then  run  back  to  their  seats.  The  other  rows  then 
run  in  turn,  and  the  one  finishing  first  wins.  If  a  ten-pin 
fails  to  stand  up,  the  player  must  run  back  and  place 
it  again.  The  first,  third,  fifth,  and  seventh  rows  race 
together,  then  the  second,  fourth,  sixth,  and  eighth. 

3.  TIME  BALL 

Material:   Bean-bag  or  ball  for  each  row. 

A  bean-bag  or  ball  is  given  each  child  in  the  front  row. 
At  a  signal  they  rise,  run  to  the  front  wall,  turn  about 
facing  the  class,  and  remain  standing  opposite  their  own 
aisles  until  the  end  of  the  game,  when  they  run  back  to 
their  seats  and  take  good  positions  with  bean-bags  in 
their  hands.  When  the  leaders  have  taken  places  at  the 
front  of  the  room,  the  second  row  of  children  runs  forward 
to  the  crosses  marked  on  the  floor  near  the  front  desks; 
they  stand  there  long  enough  for  the  leaders  to  toss  the 
bags  to  them,  and  for  them  to  toss  them  back  to  leaders, 
when  they  run  back  to  their  seats.  As  soon  as  they  are 
seated  the  children  in  the  third  row  (across  room)  run 
and  toss  the  bags,  and  so  on  until  all  have  played.  The 
game  ends  as  the  preceding  one  ends. 

4.  CENTER  BASE  * 
Material:   A  bean-bag. 

One  player  is  in  the  center;  the  others  form  a  large 

*  From  "  One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


56   GRADED    CYMES   AND    RHYTHMIC    EXERCISES 

circle  around  .n,  standing  a  little  apart.  The  center 
player  tosses  a  oean-bag  to  some  one  in  the  circle,  and 
then  runs  outside.  The  player  to  whom  the  bag  is  tossed 
must  catch  it,  run  to  the  center  of  the  circle  with  it,  place 
it  on  a  cross  there,  then  chase  the  one  who  tossed  it.  The 
latter  meanwhile  attempts  to  get  back  to  the  center  and 
touch  the  bag  before  he  is  tagged.  If  the  one  who  tossed 
the  bag  is  tagged  he  may  either  go  out  of  the  game  or 
ake  the  place  in  the  ring  of  the  player  who  has  tagged 
•lim.  If  not  tagged,  he  tosses  again  from  the  -center. 
In  the  schoolroom  the  players  may  vault  over  chairs  in 
1he  course  of  the  chase. 

5.   TWELVE  O'CLOCK  AT  NIGHT  *     (Hall  or  wide  cor- 
idor) 

With  a  few  children  at  a  time,  this  may  be  played 
in  the  schoolroom.  The  "fox's  den"  is  marked  off  in 
one  corner,  and  a  "farmyard"  for  "chickens"  in  an- 
other. One  player  is  the  "fox"  and  stands  in  his 
"den,"  another  is  the  "hen,"  and  all  the  rest  are 
"chickens."  The  "hen,"  with  her  "chickens"  behind 
her,  each  clasping  the  waist  of  the  one  in  front,  walks  up 
>  the  "fox's  den,"  and  says,  "If  you  please,  Mr.  Fox, 
can  you  tell  me  what  o'clock  it  is"?  If  the  "fox" 
replies,  naming  "one  o'clock,"  or  "two,"  or  any  hour 
but  "midnight,"  the  "hen"  and  "chickens"  may  go  away 
in  safety;  if  "fox"  answers  "twelve  o'clock  at  night," 
they  must  all  run  to  the  "barnyard"  before  he  catches 
them,  and  they  do  not  have  to  keep  in  line  longer.  A 
"chicken"  caught  becomes  the  "fox";  if  none  is  caught, 
the  game  is  repeated  with  the  same  "fox,"  or  another,  if 
desired. 

*  From  "  One  Hundred  and  Fifty  Gymnastic  Games."    Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


GAMES   FOR    GENERAL   ACTIVITY  57 

6.  SHEEP-FOLD 

For  a  hall  or  corridor,  or  in  a  room  with  large  vacant 
space.  The  players  form  a  circle  with  their  hands  joined. 
One  player  is  shut  inside  the  circle;  another  is  the  "wolf" 
outside.  The  "wolf"  attempts  to  break  into  the  "sheep- 
fold"  and  reach  the  "lamb."  If  he  succeed  the  "fold" 
opens  on  the  opposite  side  to  let  the  "lamb"  out,  then 
closes  to  keep  the  "wolf"  in,  and  so  on.  If  the  "wolf" 
catch  the  "lamb,"  the  two  players,  between  whom  he 
broke  through  the  "fold,"  become  "wolf"  and  "lamb" 
in  their  turn. 

7.  OBSTACLE  RELAY  RACE 

Materials:   Pointer,  or  jumping  rope,  and  three  chairs. 

This  race  may  easily  be  rearranged  for  use  in  a  hall 
or  corridor.  Two  rows  race  at  a  time,  for  instance,  the 
rows  on  opposite  sides  of  the  room,  then  the  two  rows 
next  to  the  end  rows,  and  so  on.  In  the  front  of  the 
room,  on  the  course  of  the  runners,  a  pointer  or  low  chair 
is  placed,  or  a  string  is  hung  two  feet  or  less  from  the  floor. 
At  the  other  side  of  the  room,  in  front,  is  a  chair  or  other 
object  around  which  players  have  to  run.  At  a  signal 
two  players  sitting  in  diagonally  opposite  corner-seats, 
possibly  in  the  front  seat  on  the  left  side  and  the  back 
seat  on  the  right  side,  run.  The  one  in  front  jumps  over 
the  string,  circles  around  the  chair,  then  runs  to  the  back 
of  the  room  down  the  right  outside  aisle,  across  the  back 
of  the  room  down  the  left  outside  aisle,  to  his  own  seat. 
Meanwhile,  the  other  player  takes  the  course  at  the  back 
of  the  room  first.  As  soon  as  the  first  runners  are  seated, 
the  next  in  turn  run,  and  so  on.  The  row  finishing  first 
wins.  Even  those  in  the  inside  rows  must  follow  the 
course  around  the  outside  of  the  room  when  running  to 
their  seats. 


58   GRADED    GAMES   AND   RHYTHMIC   EXERCISES 

8.  STEEPLE-CHASE 

Materials:   Jumping  standard  and  handkerchief. 

A  goal  is  marked  off  at  either  end  of  the  room ;  between 
them,  and  nearer  one  goal  than  the  other,  is  a  jumping 
standard,  on  top  of  which  is  hung  a  handkerchief.  (A 
child  with  a  handkerchief  on  a  pointer  may  serve  instead.) 

The  players  are  divided  evenly  and  numbered,  one 
side  at  one  goal,  the  other  at  the  other,  and  at  each  goal 
one  player  stands  ready  to  run  at  the  signal.  The  player 
in  the  nearer  goal  starts,  gets  the  handkerchief,  and  tries  to 
return  to  his  goal  with  it  before  the  player  running  from 
the  opposite  side  can  touch  him.  Or  he  may  try  to  reach 
his  own  goal  before  the  other  player  can.  If  he  is  suc- 
cessful, both  stay  in  the  nearer  goal;  if  not,  both  go  to  the 
farther  one.  The  game  is  won  by  the  side  that  brings 
all  players  into  its  goal.  One  player  may  be  appointed  to 
replace  the  handkerchief  on  the  standard.  (Simple  team 
work  is  called  for,  judgment  and  speed.) 

9.  BULL  IN  THE  RING 

One  child  takes  his  place  in  the  center  of  the  circle 
formed  by  the  rest  with  their  hands  tightly  joined,  and 
endeavors  to  break  through  the  ring.  Upon  doing  so, 
the  rest  chase  him,  and  the  one  who  succeeds  in  catching 
him  takes  his  place  as  "bull"  in  the  ring. 

10.  FISH  IN  THE  SEA. 

The  class  is  divided  into  two  equal  groups,  one  of 
which  represents  "fish,"  and  the  other  "fishermen." 
The  "fishermen"  in  turn  are  divided  into  two  equal 
sections  and  are  stationed  at  opposite  ends  of  the  room, 
with  hands  firmly  joined  to  represent  fishermen's  nets. 

The  "fish"  are  in  the  center  of  the  room,  and  at  a 
signal  the  two  lines  of  "fishermen"  advance  toward  the 


MISCELLANEOUS   GAMES  59 

j 

center  and  try  to  catch  the  "fish."  The  "fish"  on  the 
other  hand  endeavor  not  to  be  caught  without  breaking 
through  the  "nets." 

If  any  "fish"  are  caught  they  are  out  of  the  game,  and 
when  all  have  been  caught,  the  "fish"  and  the  "fisher- 
men" change  places.  The  object  is  to  see  which  side 
can  catch  all  the  others  in  the  shortest  time. 

11.     RUN,  SHEEP,  RUN 

The  players  are  divided  into  two  sides  with  a  captain 
for  each  side.  "Counting  out"  is  done  between  the  two 
sides  to  see  which  one  shall  be  "it." 

The  side  that  is  "it"  stays  at  a  certain  goal  and  blinds 
the  eyes,  all  the  time  keeping  in  a  straight  line,  while  the 
captain  of  the  other  side  hides  all  of  his  charges,  then 
returns  to  walk  like  a  guard  beside  his  opponents  to  see 
that  they  all  keep  in  a  straight  line  as  they  search  for  the 
"sheep"  that  are  hidden. 

The  captain  calls  out  "apples"  or  "peaches,"  when- 
ever the  searching  is  dangerously  near,  or  whatever 
signal  may  have  been  agreed  upon,  and  finally,  when  the 
searchers  are  very  close  he  calls  out,  "Run,  sheep,  run." 
Both  sides  then  race  for  the  goal,  and  the  side  that  has 
all  its  players  in  first  wins  the  game. 


IV.     MISCELLANEOUS  GAMES  OF  EDUCATIONAL  VALUE 

1.     BEAN-BAG  TARGET  * 

Materials:   Five  bean-bags,  and  chalk. 

Played  in  a  corridor  or  hall  with  three  concentric  cir- 
cles, one,  two,  and  three  feet  in  diameter,  drawn  on  the 
floor  for  each  group  of  nine  players;  in  the  schoolroom 

*  From  "  One  Hundred  and  Fifty  Gymnastic  Games."  Used  by  courtesy  of 
the  Boston  Normal  School  of  Gymnastics  Alumni. 


60   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

one  or  two  sets  of  circles  may  be  used  and  one  row  play 
at  a  time.  Each  group  has  five  bean-bags,  and  standing 
on  a  line  twenty  feet  away  from  the  target,  the  players, 
in  turn,  throw  five  bean-bags  each.  The  bags  that 
remain  within  the  inside  circle  count  fifteen,  those  in 
the  next  circle,  ten,  and  in  the  outside  circle,  five.  Each 
group  should  appoint  a  referee  to  judge  and  keep  score, 
and  the  players  should  throw  in  turn  as  they  are  num- 
bered. (Accuracy  of  motion  is  called  for;  this  may  be 
used  as  an  arithmetic  game.) 

2.  ROLL  BALL 
Material:  A  large  ball. 

The  players  form  a  circle  with  hands  joined.  The 
starter  stands  in  the  center  and  tries  to  kick  a  ball  so  that 
it  will  roll  but  not  leave  the  ground,  and  pass  through 
between  two  players  in  the  circle.  They  try  to  roll  it 
back.  This  continues  until  the  ball  goes  out  of  the 
circle,  when  the  player  on  whose  right  side  it  passed, 
changes  places  with  the  center  player.  (Alertness,  judg- 
ment, and  control  are  required.) 

3.  HAT  BALL  * 

Materials:   Small  soft  ball,  caps,  and  small  bits  of  paper  or  stones. 

The  players  sit  on  the  floor  in  line,  with  hands  in  their 
laps,  to  represent  caps,  or  real  caps  may  be  used.  One 
player  walks  up  and  down  in  the  rear  of  the  line,  carry- 
ing a  light  ball  which  he  stealthily  drops  into  some  one's 
hands.  When  the  ball  falls,  all  the  players  scatter  except 
the  one  who  has  received  the  ball;  he  very  lightly  throws 
the  ball  and  tries  to  hit  the  feet  or  legs  of  some  runner. 
If  he  succeeds  he  takes  the  place  of  the  one  who  dropped 

*  From  Stoneroad's  "  Gymnastic  Stories  and  Plays  for  Primary  Schools."  Copy- 
righted, 1898,  by  D.  C.  Heath  &  Co.  Used  by  permission. 


W 

a 


MISCELLANEOUS    GAMES  61 

the  ball  into  his  hand.  If  not,  he  receives  a  paper  or 
stone,  and  five  papers  or  stones  cause  him  to  leave  the 
game.  (Reaction,  alertness,  and  accuracy  of  motion  are 
brought  out.) 

4.  MARBLE  CONTEST  * 
Materials:   Five  marbles  for  each  box. 

Place  in  a  waste  basket  a  pasteboard  box  with  five 
holes  of  different  sizes  cut  in  the  lid.  Number  the  largest 
hole  5;  the  next  largest  10;  the  next  20;  the  next  50;  and 
the  smallest  100. 

Each  child  in  turn  tries  to  drop  the  five  marbles, 
one  at  a  time,  into  some  hole  in  the  box,  and  the  object 
is  to  see  which  player  or  which  row  of  children  can  attain 
the  highest  score. 

The  arm  must  be  held  out  straight,  even  with  the 
shoulder,  and  then  each  player  stands  over  the  box  as 
he  drops  the  marbles. 

The  waste  basket  will  tend  to  keep  the  marbles  from 
rolling  about  the  floor  if  they  fail  to  enter  the  box. 

5.  SCHOOL  * 

The  players  sit  in  a  circle  on  the  floor,  and  each  one 
is  given  the  name  of  some  article  to  be  found  in  the  school- 
room, such  as  desk,  rubber,  blackboard,  pencil,  etc. 

Onev  of  the  players  stands  in  the  center  and  spins  a 
plate  on  end;  as  he  does  so  he  calls  out  the  name  of  some 
article.  The  person  who  has  been  given  that  name 
must  jump  up  and  catch  the  plate  before  it  stops  spinning. 
If  he  succeeds,  he  may  spin  the  plate  and  call  out  a  name; 
if  he  fails,  he  must  resume  his  seat,  and  is  out  of  the 
game. 

*  From  "Games  for  Everybody."  Copyright,  1905,  by  Dodge  Publishing 
Company. 


62   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

6.  BEAN-BAG  CONTEST 

Materials :  Bean-bags  for  each  player,  half  of  one  color,  and  half 
another. 

The  players  are  divided  into  two  equal  teams,  or  if 
there  is  a  large  number,  into  four  teams,  —  the  first  two 
playing  together,  then  the  second.  The  members  of  the 
two  contesting  teams  are  provided  each  with  a  different 
colored  bean-bag  —  namely,  white  for  one  side,  and  red 
for  the  other.  Then  the  two  lines  are  arranged  facing 
each  other,  at  least  ten  feet  apart.  The  teacher  gives 
the  counts  for  throwing,  "One"  when  the  first  players 
are  to  throw  the  bean-bags  to  their  opponents,  and  "Two" 
when  the  second  players  are  to  return  them. 

If  any  player  fails  to  catch  the  bag  thrown  to 
him,  it  counts  five  for  the  opposing  side,  and  at  the  end 
of  three  or  five  minutes  the  side  wins  that  has  the  highest 
score. 

The  following  different  throws  may  be  used  when  so 
directed,  and  all  the  players  understand.  Failure  to 
throw  or  catch  in  the  proper  way  counts  one  for  the 
opposing  side.  A  judge  and  scorer  should  be  appointed 
for  each  side. 

a.  Toss  with  right,   catch  with  right   (fold  the  left 
arm  behind). 

b.  Toss  with  left,  catch  with  left. 

c.  Push  with  both  hands  from  the  chest,  catch  with 
both. 

d.  Throw  with  right,  catch  with  right. 

e.  Throw  with  left,  catch  with  left. 

/.  Throw  with  both  from  over  the  head,  catch  with 
both. 

7.  LETTER  MAN 

One  player,  the  "postman,"  is  blindfolded  and  stands 


FESTIVAL    GAMES  63 

in  the  front  of  the  room,  or  in  the  center  of  a  circle 
if  the  other  players  can  be  so  seated,  otherwise  they  re- 
main in  their  accustomed  seats.  Each  child  is  given  a 
number. 

The  teacher  acts  as  "postmaster,"  and  calls  out, 
"No.  20  has  sent  a  letter  to  No.  5,"  for  example, 
when  the  players  having  those  numbers  quickly  change 
places.  In  doing  so  they  must  pass  to  the  front  of  the 
room  near  the  "postman"  (if  playing  in  regular  seats), 
and  as  they  run  by,  the  postman  tries  to  capture  one  or 
the  other.  If  playing  in  a  circle,  the  "postman"  may 
also  try  to  sit  in  one  of  the  empty  chairs,  and  the  player 
who  is  caught  or  whose  place  he  has  taken  becomes 
"postman." 

V.     FESTIVAL  GAMES 
1.   EASTER  —  BUNNY'S  EGG  * 

Materials:   Cloth  with  picture  of  a  rabbit,  paper  egg  for  each  child, 
and  pins. 

A  sketch  of  an  Easter  rabbit  standing  on  its  hind 
legs,  and  holding  up  its  paws  as  if  it  were  carrying  an 
egg,  is  made  upon  a  piece  of  cloth  about  a  yard  square. 
The  cloth  is  pinned  or  hung  on  the  wall.  During  the 
painting  lesson  each  child  should  make  for  himself  an 
Easter  egg,  coloring  it  his  favorite  color,  and  making  it 
just  the  size  of  the  space  between  the  rabbit's  paws. 
Each  egg  should  have  a  pin  in  it.  In  turn,  the  children 
are  blindfolded,  and  from  a  certain  distance  they  walk 
toward  the  cloth,  and  try  to  pin  the  egg  in  its  proper 
place.  The  child  whose  egg  is  pinned  nearest  is  the 
winner  of  the  game  and  may  receive  a  real  Easter  egg 
as  a  favor. 

*Prom  "Games  for  Everybody."  Copyright,  1905,  by  Dodge  Publishing 
Company. 


64   GRADED    GAMES   AND   RHYTHMIC   EXERCISES 

2.  MAY  —  KNOTS  IN  MAY*  (An  old  English  folk- 
singing  game) 

The  players  form  two  long  rows,  facing  each  other,  ad- 
vancing and  retreating  alternately.  A  boundary  line  is 
drawn  on  the  ground  between  them,  and  as  each  group 
advances  and  retreats  it  sings  as  follows: 

First  Player 

(Tune:  "Here  We  Go  Round  the  Mulberry  Bush." 
See  Part  I,  Grade  I,  Games  of  Imitation  —  3.) 

Here  we  come  gathering  knots  in  May, 
Knots  in  May,  knots  in  May. 
Here  we  come  gathering  knots  in  May, 
On  a  cold  and  frosty  morning. 

Second  Player 

And  who  have  you  come  to  gather  away, 
Gather  away,  gather  away  ? 
And  who  have  you  come  to  gather  away 
On  a  cold  and  frosty  morning? 

First  Player 
We've  come  to  gather  (name)  away,  etc. 

Second  Player 
And  who  will  you  send  to  fetch  her  away,  etc. 

Firtf  Player 
Oh,  we'll  send  (name)  to  fetch  her  away,  etc. 

The  two  players  thus  named  stand  with  their  feet 
touching  the  boundary  line,  and  pull  against  each  other 
assisted  by  those  behind,  until  the  attacking  party  have 
succeeded  or  failed  in  dragging  the  player  they  ask  for 
to  their  side. 

*  From  "Eighty  Good  Times  Out  of  Doors."  Copyright  by  Fleming  H.  Revell 
Company. 


FESTIVAL    GAMES  65 

3.  FOURTH  OF  JULY 

Material:   American  flag. 

Children  are  divided  into  two  groups,  with  a  captain 
for  each.  A  line  is  marked  on  the  floor  dividing  the 
room  in  two.  A  few  feet  from  the  line  on  either  side  of 
it  are  placed  two  American  flags,  made  to  stand  upright 
by  being  placed  in  a  spool,  or  tied  to  an  Indian  club. 
Each  leader  guards  his  own  flag,  while  the  other  players 
endeavor  to  capture  their  opponent's  flag.  If  in  doing 
so  any  player  is  tagged  by  the  leader  he  is  out  of  the 
game,  but  if  he  succeeds  in  capturing  the  flag  and  carry- 
ing it  over  the  boundary  into  his  side,  that  side  is  vic- 
torious. 

If  played  in  the  schoolroom,  there  should  be  not  more 
than  four  or  five  children  on  a  side  playing  at  once. 
Repeat  the  game  for  the  others. 

4.  CHRISTMAS  —  THE    NIGHT    BEFORE    CHRISTMAS  * 

This  game  is  similar  to  Stage-coach.  Each  child  is 
given  the  name  of  some  part  of  Santa  Claus's  outfit,  the 
sleigh,  reindeer,  sack,  coat,  bells,  etc.  The  teacher  then 
reads  the  story  of  ''The  Night  Before  Christmas."  As 
she  mentions  the  names,  the  players  having  them  rise 
and  turn  around,  then  sit  again.  Whenever  she  mentions 
Santa  Glaus,  all  change  places  and  she  tries  to  secure  a 
seat,  or  one  player  may  stand  in  the  front  to  secure  a 
seat  for  her  while  she  reads.  The  player  left  out  is  the 
next  one  to  stand  in  front  while  the  story  is  being  read. 

*From  "Games  for  Everybody."  Copyright,  1905,  by  Dodge  Publishing 
Company. 


RHYTHMIC  EXERCISES 

"To  sing,  to  dance,  to  hear  and  repeat  simple  rhymes, are  chief  delights 
of  all  young  children."  —  SUSAN  BLOW. 

"Bodily  movement  is  one  of  the  oldest  and  most  artistic  forms  of  ex- 
pression. By  it  we  learn  to  know  the  'poetry  of  motion/  and  it  is  a  power 
in  providing  'the  all-sided  development'  of  man. " 

GRADE  I 
I.     MARCH 

(Light  march  music.) 

1.  In  a  circle.  2.  In  zig-zag,  across  the  hall.  (Chil- 
dren should  stop  with  the  piano.  A  chord  may  mean  to 
face  and  march  the  other  way.)  3.  In  a  long  straight 
line;  by  twos;  by  fours;  taking  hold  of  hands.  4.  With 
short  steps.  5.  With  long  steps.  6.  On  tip-toe.  7.  Back- 
ward, with  short  steps. 

Note :  In  No.  4,  music  quickens.  No.  5,  Music  becomes  slower.  No.  6,  light 
music. 

II.     MILITARY  IMITATIONS 

March  music.  Teacher  leads,  children  imitate.  Eyes  to  the  front; 
spaces  of  arm's  length  should  be  between  each  two. 

1.     INFANTRY  PARADE 

Soldier  hats  —  hands  placed  on  heads  with  fingers 
meeting  in  a  point.  Drums  —  hands,  holding  imaginary 
sticks,  beat  the  drums;  bass  drums  —  beaten  with  right 
hand  and  held  with  left.  Drum  Major — child  with  a  tall 
paper  hat,  and  a  stick  or  pointer  for  a  baton.  Trumpets— 

67 


68   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

tooting  through  hands.  Epaulets  —  hands  at  shoulders. 
Knapsacks  —  arms  folded  behind.  Fifes--  hands  hold 
imaginary  fifes,  and  fingers  move  as  if  playing.  Cymbals 
-  using  palms  of  hands.  Guns  —  Command,  "  Charge ! " 
children  run  in  line,  carrying  guns;  command,  "Aim!" 
children  kneel  on  one  knee,  and  take  aim;  command, 
"Fire!"  children  say,  "Bang!"  then  rise  and  march. 
Tactics  -  -  Mark  time ;  Forward  march ;  About  march ; 
Halt. 

2.  CAVALRY  PARADE 

High-stepping  horses  —  (march  music)  knees  lifted 
high  at  each  step,  heads  tossing  in  air.  Pawing  horses  - 
(waltz  music)  pawing  twice  with  each  foot  before  step- 
ping. Trotting  horses  --  (quick  march  music)  running 
lightly  on  toes,  still  keeping  good  formation.  Galloping 
horses —  (two-step  music). 

3.  "KING  OF  FRANCE"  game,  and  "SOLDIER  BOY" 

III.     ANIMAL  IMITATIONS 

Have  pictures  or  silhouettes  of  all  the  animals  imitated. 

1.  DANCING  BEAR       (Two-step  music) 

Sliding  step  taken  in  a  circle,  hands  held  up  like  fore- 
paws,  heads  wagging  from  side  to  side.  Children  may 
stand  in  a  circle;  one  or  two  at  a  time,  having  strings 
around  their  necks  held  by  the  teacher  or  another  child, 
dance  around  inside  of  ring. 

2.  ELEPHANTS  IN  CIRCUS  PARADE    (Slow  march  music) 
Children  march  in  a  circle;  bodies  are  bent  forward  so 

that  hands  come  together  as  the  arms  fall  forward  to 
form  the  elephants'  trunks;  trunks  are  swung  from  side 
to  side  with  the  music  as  the  procession  marches  along. 


RHYTHMIC   PLAYS  69 

3.  RABBITS     (Slow  two-step  music) 

Children  are  in  a  long  line  side  by  side;  they  leap  on 
all  fours  as  rabbits  leap,  keeping  in  time  with  the  music. 

4.  BIRDS     (Waltz   music,   played   quickly  for  robin, 
sparrow,  and  other  small  birds;  more  slowly  for  crows 
and  large  birds) 

Very  light  running  on  the  feet  with  side  movements 
of  arms  to  represent  wings. 

5.  KANGAROOS  (6-8  time) 

Hands  are  held  bent  up  to  the  chests  like  forepaws; 
from  the  squatting  position  long  leaps  forward  are  taken. 
Children  may  stand  in  a  circle,  and  chosen  ones  may 
imitate  animals  around  the  inside. 

6.  TURKEYS     (Waltz  music) 

Arms  are  stretched  down,  away  from  the  sides,  fingers 
spread  apart,  to  represent  wing  feathers;  heads  carried 
proudly  with  chins  in;  steps  taken  are  long  and  stately. 

7.  DUCKS     (Slow  march  music) 

Children  advance,  sitting  almost  on  their  heels ;  hands 
are  placed  on  the  knees ;  bodies  sway  as  the  ducks  waddle 
forward. 

IV.     RHYTHMIC  PLAYS 

1.   SEE-SAW     (Waltz  music)  • 

Children  are  in  two  divisions,  one  on  either  side  of  the 
teacher;  teacher  stands  with  arms  outstretched,  the  left 
toward  one  group  of  children,  the  right  toward  the  other; 
she  lowers  one  arm  as  she  raises  the  other,  while  the 
children  bend  their  knees,  then  rise  as  her  arms  indicate. 


70   GRADED    GAMES   AND   RHYTHMIC    EXERCISES 

2.  ROWING  A  BOAT     (Waltz  music) 

Children  stand  in  a  circle;  reaching  forward,  they 
grasp  imaginary  oars  and  pull  them  back  in  time  to  the 
music;  one  foot  is  placed  ahead  of  the  other,  and  the  body 
sways  forward  as  the  arms  reach  for  the  oars. 

3.  SKIPPING     (Schottische  music) 
Hoppity-skip,  single  file,  in  twos  and  in  threes. 

4.  RUNNING     (Quick  march  music) 

Run  lightly  on  tip-toe,  swinging  the  arms  easily. 

5.  CIRCLE  TAG     (Music  to  suit  the  activity) 
Children  stand  in  a  circle,  the  one  who  is  "it"  hops, 

runs,  flies,  or  chooses  another  activity,  which  the  person 
tagged  must  imitate  as  he  chases  the  player  around  the 
inside  of  the  circle. 

6.  SKATING  IN  TWOS     (Slow  march  music) 

Hands  are  joined  in  the  usual  skating  way,  a  long 
sliding  step  forward  is  taken. 

V.     INDUSTRIAL  IMITATIONS 

1.  BLACKSMITH     ("Anvil  Chorus"  or  march) 

Have  a  piece  of  iron  and  a  hammer  in  the  center  of 
the  circle  for  children  to  strike  in  turn.  The  rest  imitate 
the  one  in  the  center,  keeping  time  to  the  music. 

2.  SHOEMAKER     (Slow  waltz  music) 

Children  sit  on  the  floor,  The  fist  represents  the 
shoe  —  the  right  hand  picks  up  the  nail  (one) ,  sets  it  in 
the  shoe  (two),  thus,  with  a  blow  of  the  right  fist  the  nail 
is  driven  in  (three).  (One  movement  for  each  beat  of 
the  measure.) 


PLAYING   HOUSE  71 

3.  GARDENER     (March  music) 

Pretending  to  hold  a  shovel,  the  children  dig,  then 
throw  the  dirt  in  a  pile,  — "shovel"  and  "throw." 

Hoe  the  ground,  each  child  in  line  hoeing  a  straight  row. 

4.  FARMER 

Sowing  seed — carrying  bags  of  seed  under  the  left  arm, 
the  children  scatter  seeds  with  right  hand  as  they  march 
along.  Reaping  grain  with  a  scythe,  in  time  to  the  music. 

5.  CARPENTER     (March  music) 

Sawing — two  children  join  their  left  hands  to  form 
a  board  which  is  held  still, — right  hands,  joined  across 
above  left  hands,  are  drawn  back  and  forth  over  the 
board  like  a  saw.  Hammering — hammer  in  the  right 
hand,  pounding  the  floor  or  palm  of  the  left  hand. 
Planing  —  two  hands  holding  a  plane,  as  it  is  pushed 
along  an  imaginary  board. 

6.  JANITOR     (March  music) 

Roll  up  the  rugs,  hang  them  on  the  line.  Sweep  the 
floor;  wash  the  windows;  beat  the  rugs  hanging  on  the 
line.  Take  the  rugs  down,  carry  them  in  and  place  them 
on  the  floor. 

7.  DITCH  DIGGER     (March  music) 

Some  of  the  children  may  stand  in  a  squatting  posi- 
tion in  two  lines,  facing  in;  others,  as  diggers,  march  be- 
tween the  lines,  and  throw  shovelfuls  of  earth  to  the  side; 
children  in  lines  rise  as  diggers  pass  by  to  form  banks. 
Before  shoveling,  break  up  the  earth  with  a  pick-ax. 

VI.     PLAYING  HOUSE 

WASHING  CLOTHES   (Polka  music). 
IRONING  CLOTHES   (Waltz  music). 


72   GRADED    GAMES   AND   RHTYHMIC    EXERCISES 

SWEEPING  FLOOR    (March  music). 
SEWING  CLOTHES  (Waltz  music). 

STIRRING  BREAD  IN  A  BOWL  (March  music). 

ROCKING  DOLLS  TO  SLEEP,  bodies  sway  as  the  arms 
swing     (Waltz  music). 

VII.     FOLK  DANCES 

1.  HAND  CLAPPING  (March,  polka,  and  waltz  music). 

2.  STAMPING  WITH  FOOT,  as  line  marches  accenting 
left  (right). 

3.  STANDING  IN  CIRCLE  (Polka  music),  stamping  three 
times  — (left)  (right)  left. 

4.  JIG  (music  "Irish  Washerwoman").   Leaping  from 
one  foot  to  the  other,  lifting  the  foot  high. 

5.  MINUET.     Three  walking  steps  forward,  then  face 
partner  and  bow;  girls  hold  out  skirts,  boys  bow  with 
feet  together. 


H 


GRADE  H 
I.     MARCH 

(Light  march  music  —  avoid  dragging.) 

1.  In  a  circle.  2.  In  a  zig-zag,  across  the  hall.  3.  In 
long  straight  lines;  by  twos;  by  fours;  by  eights.  4.  With 
short  steps  (music  quickens).  5.  With  long  steps  (music 
becomes  slower) .  6.  On  tip-toe  (light  music).  7.  Back- 
ward, with  short  steps.  8.  With  hands  at  back  of  neck, 
head  erect,  and  elbows  as  far  back  as  the  ears.  9.  Arms 
raised  at  sides,  at  shoulder  level. 

Suggestions.  In  marching,  children  should  be  at 
least  arm's  distance  behind  one  another.  Aim  for  a  light 
free  movement  in  walking,  without  a  dragging  or  scuffing 
of  the  feet.  Heads  should  be  carried  in  an  erect  manner, 
and  arms  should  be  allowed  to  swing  easily  at  the  sides. 

II.     RHYTHMIC  PLAYS 

1.  SWING     (Waltz  music  played  slowly) 

Children  in  a  circle,  with  hands  joined.  Run  forward 
lightly,  three  steps  (1  meas.).  Run  backward  lightly, 
three  steps  (1  meas.). 

2.  JUMPING  ROPE     (Two-step  music) 

a.  In  place,  without  advancing.     Swing  arms  as  if 
holding  a  rope. 

b.  Advancing,  leaping  along,  one  foot  leading,  as  if 
going  over  the  rope  at  each  step. 

73 


74   GRADED    GAMES   AND   RHYTHMIC   EXERCISES 


3.  ROLLING  HOOP     (Waltz  music) 

Carrying  hoop  stick,  and  going  through  the  motion 
of  rolling  a  hoop.  One  or  two  real  hoops  may  be  used 
in  turn  by  the  children,  while  others  watch,  standing 
in  a  circle. 

4.  WALKING  ON  STILTS     (Quick  march  music) 
Walking  on  heels  with  hands  against  the  thighs,  as  if 

grasping  stilts. 

5.  BICYCLE  RIDING     (Schottische  music) 

Holding  handle-bar,  run  lightly,  lifting  knees  at  each 
step. 

6.  JUMPING-  JACKS     (Slow  march  music) 

Children  stand  in  a  circle  with  wide  spaces  between 
each.  With  the  music  they  jump  in  the  air,  spreading 
arms  and  legs,  and  bringing  them  down  again  as  they 
land  on  the  floor. 

7.  ROCKING-HORSE 

Children  in  circle. 


I       had      a        lit  -  tie      po  -  ny, 


His 


m 


--A 


EEifi 


name  was  "Dap-pie  Gray,"  I    lent  him    to      a 


^4=^ 


la  -  dy, 


To    ride      a      mile     a  -  way. 


SOCIAL   AND    NATURE    PLAYS  75 


She  whipped  him,  and    she  lashed  him, 


rode  him  thro'  the  mire ;    I  would  not  lend  my 


po  -  ny    now,    For    all    that    la  -  dy's    hire. 

She  whipped  him  and  she  lashed  him, 

She  rode  him  through  the  mire; 
I  would  not  lend  my  pony,  now, 

For  all  that  Lady's  hire. 

Hold  reins.  One  foot  in  front  of  the  other;  rock 
forward  on  to  that  foot,  then  back  on  to  the  other. 

III.     SOCIAL  AND  NATURE  PLAYS 

1.  GREETING     (Waltz  or  march  music,  played  softly) 
About   ten   children   are   arranged   in   line,   standing 

side  by  side,  a  step  or  two  apart.  The  rest  march  in 
single  file,  and  as  they  pass  the  first  ten  they  shake  hands 
with  each  in  turn,  saying,  "How  do  you  do,  Mary?" 
giving  the  child's  name.  Another  line  of  children  may 
then  receive. 

2.  BOWING     (3-4*  music,    "One,    two,    three,    bow." 
Tune,  "  Good  Morning  to  You  ") 

Children  march  in  a  circle  two  by  two  —  on  the  three 
beats  of  the  measure,  three  slow  minuet  steps  (i.e.,  walk- 
ing steps,  with  lifting  of  the  feet  in  front,  and  careful  plac- 
ing of  them  forward)  are  taken,  advancing;  then  on  the 
word  "Bow,"  which  occupies  one  full  measure,  each 
child  turns  toward  his  partner  and  bows  gracefully  — 


76   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

girls   holding  their   dresses    out   with    thumb   and   fore- 
finger; boys,  with  heels  together,  and  hands  at  their  sides. 

3.   WIND  STORM 

Formation  of  class.  Children  are  in  lines  one  back  of 
another,  with  lines  two  or  three  steps  apart.  To  arrive 
at  this  formation,  children  may  march  in  fours,  sixes,  or 
eights,  according  to  the  floor  space;  hands  joined,  and 
arms  reaching  to  sides  as  far  as  possible;  when  class  is  in 
place,  drop  hands.  Teacher  leads,  children  imitate. 

a.  Fluttering    Leaves.     (Light    quick    music.)     Chil- 
dren raise  arms  up  and  down,  moving  fingers  quickly  to 
represent  leaves. 

b.  Wind.     (Waltz  music.)     One  child,  for  the  wind, 
may  stand  in  front  of  the  class;  with  the  music,  he  runs  a 
few  steps  to  the  left,  then  turns  about  and  runs  a  few  steps 
to  the  right,  and  as  the  child  runs  the  trees  sway  from 
side  to  side  in  the  wind.     Children  raise  arms  to  right 
and  left  sides  alternately,  for  branches  of  trees,  and  step 
to  the  side  as  they  sway. 

c.  Whirling  Leaves.     (Waltz  music  quickens.)    Chil- 
dren turn  and  whirl  lightly  about,  with  a  running  step. 

d.  Rain-drops.     (Light   music,   quick,   suggestive   of 
falling  rain.)     Children  stoop  down,  and  tap  on  the  floor 
with  fingers. 

e.  (b.  repeated.)     Trees  swaying  in  the  wind. 

f.  (a.  repeated.)    Fluttering  leaves  as  the  storm  ceases 
After  the  storm,  all  walk  home. 

IV.     MARCH 

(Light  march  music.)  Class  marches  around  the  room  in  single  file 
as  the  teacher  chooses. 

1.    March  of  the  soldiers,  straight  and  strong. 


II 

3 


» 


00 


FOLK   DANCES  77 

2.  March  of  the  tall  men,  lean   and   long.     Hands 
are  stretched  high  over  heads,  and  steps  taken  on  tip-toe. 

3.  March  of  the  short  men.     (Slower  music.)     With 
knees  bent  in  the  squatting  position,  hands  at  the  sides. 

4.  Blind  Man's  March.     Each  child  places  his  hands 
on  the  shoulders  of  the  one  in  front. 

5.  Lame  Chicken  March.     All  hop  on  one  foot,  in 
time  with  the  music,  which  must  be  quickened  to  suit 
the  children's  movements. 

6.  The    Winding    Path.     (Quick    waltz    music,    or 
march.)     Children   stand    in    a   circle,   alternating   boys 
and  girls.      At  first  the  boys  sit  on  the  floor,  facing  the 
center  of  the  circle,  while  the  girls  march  around,   all 
going   in    the    same  direction,  winding   in    and  out,  in 
front   of   one    boy  and    behind    the    next.     Girls  walk 
once  around,  then  run  lightly  once.     Boys  repeat,  while 
the  girls  sit  in  a  circle. 

V.     FOLK  DANCES 

1.  VIRGINIA  REEL  (Adapted.  Music  suited  to  ac- 
tivities of  the  children,  or  the  customary  reel  music) 

Children  are  in  two  lines,  facing  towards  each  other, 
about  four  feet  apart.  Two  at  one  end  step  toward 
each  other  and  bow,  then  join  hands,  skip  between  the 
two  lines  to  the  other  end,  where  they  drop  hands,  bow 
again  to  each  other,  and  each  takes  a  new  place  at  the 
end  of  his  own  line.  When  the  first  two  have  bowed  a 
second  time,  the  next  two  at  the  head  of  the  line  repeat 
the  bowing  and  skipping.  Different  activities  familiar  to 
the  children  may  be  introduced  as  well  as  skipping,  such 
as  flying,  high-stepping  horses,  skating,  walking  on 
heels,  running,  hopping  on  one  foot,  etc.  When  all 
have  passed  between  the  lines,  the  march  begins.  The 


78   GRADED    GAMES   AND   RHYTHMIC    EXERCISES 

two  leaders  turn  from  each  other,  lead  their  lines  toward 
the  foot  of  the  hall,  and  when  they  meet,  join  hands  and 
raise  them  high  to  form  a  bridge.  The  couples  following 
pass  under  the  arch,  then  form  one  on  the  other  side  with 
their  own  hands,  for  the  rest  of  the  line  to  pass  under. 
When  this  has  been  accomplished  the  "reel"  is  done. 

2.  HEEL  AND  TOE  POLKA       (Polka  music) 

Executed  in  single  file,  or  in  twos,  with  inside  hands 
joined,  outside  hand  placed  on  the  hip.  It  is  better, 
however,  with  small  children  not  to  insist  on  form;  their 
hands  may  swing,  that  as  many  of  their  muscles  as  pos- 
sible may  be  exercised. 

Method  of  development.  Children  in  a  circle,  clap 
hands  in  time  with  the  music,  "one,  two,  three,"  etc. 
Then  stamp  lightly  with  the  right  foot  to  the  same  count- 
ing; then  with  left  foot;  next,  stamp,  alternating  the  feet; 
gradually  lead  to  doing  this  on  the  toes  with  a  light 
springing  motion;  then  advance  in  a  line  around  the 
circle,  running  the  three  steps,  then  stopping.  It  will  be 
difficult  at  first  for  the  children  to  take  but  the  three 
steps;  having  them  count  aloud  will  help.  Teach  them 
to  be  still  on  "three."  To  develop  the  "heel  and  toe" 
part,  have  the  children  in  a  circle  put  right  heel  inside 
the  circle  (without  music),  then  the  same  toe  back - 
outside  the  circle.  Change  to  the  left,  then  alternate, 
waiting  for  the  children  to  change  feet.  Later,  take 
"heel,  toe,  and  one,  two,  three,"  just  with  right  foot  in 
place,  and  stop;  same  with  left;  finally,  work  into  taking 
the  step  continuously  around  the  room. 

3.  SAILOR'S   HORNPIPE  (Adapted.    Music  for  College 
Hornpipe) 

a.    Children  are  in  a  circle,  in  marching  order.     Arms 


MILITARY   MARCHING  79 

are  folded   in   front,  with   elbows   raised   high;  as  jolly 
sailors,  the  children  skip  around  the  circle  with  the  "one, 
two,  three,  skip"  step  (pointing  one  foot  forward  as  they 
skip),  and  tip  their  heads  from  side  to  side  jauntily,— 
once  around  and  stop,  facing  in. 

b.  Hoi&ng  the  Sails.     Raise  hands  diagonally  high 
over  the  head,  as  if  grasping  a  rope,  and  with  the  music, 
pull  down;  raise  the  arms  again  and  pull  down  diagonally 
across  in  front  of  the  body. 

c.  Sighting  Land.     Children  face  outward  in  a  circle, 
and  with  long  leaping  steps,  they  quietly  approach  sides 
and  corners  of  the  room.    When  there,  they  raise  hand  to 
eyes  and  peer  out  into  the  distance  as  if  trying  to  spy 
land;  then  turn  and  peer  toward  center  of  room,  after 
which  they  return  to  the  circle  as  they  left  it. 

d.  Hauling  the  Halyards.     Children  are  in  a  circle  in 
march  order,  one  following  behind  another.     Take  very 
short  quick  steps  on  the  heels,  at  the  same  time  looking 
up  and  pulling,  hand  over  hand,  on  an  imaginary  rope. 

e.  Finale  —  Landing  ashore.     Children  skip  around 
the  circle,  waving  their  caps  jubilantly  in  the  air. 

VI.     MILITARY  MARCHING 

Instructor  leads  when  possible.  (Lively  march  music  —  it  should 
never  drag.) 

1.  IN  SINGLE  FILE  AROUND  THE  ROOM 

Keeping  exactly  in  a  straight  line,  with  slightly  more 
than  arms's  distance  apart;  eyes  to  the  front,  head  erect, 
and  arms  swinging  easily  at  the  side. 

2.  SINGLE  FILE,  ZIG-ZAG 

Cross  the  room,  so  that  parallel  lines  are  formed  from 
one  side  to  the  other  as  the  column  marches.  (Lead  as 


80   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

near  to  the  wall  as  possible  before  turning  to  go  toward 
the  opposite  wall.) 

3.     SINGLE  FILE,  SPIRAL 

In  this,  the  column  actually  winds,  then  unwinds  by 
turning  about  and  leading  the  other  way  Jpetween  the 
lines  that  are  still  winding.  Each  person  must  follow 
the  one  just  in  front  most  carefully,  in  order  that  the  line 
may  not  be  broken. 


4.     SINGLE  FILE TACTICS 

a.  "Mark   time,  mark!"     Start   with  the  left   foot 
and   make   a   semblance   of  marching,  without  gaining 
ground,  by  alternately  advancing  each  foot  about  one 
half  its  length  and  bringing  it  back  on  a  level  with  the 
other.     "Class,    halt!   one!   two!"     (Two   more    move- 
ments are  made  after  the  executive  word  "halt.") 

b.  "  Forward,    march!"     At   the    word    "forward," 
throw  the  weight  on  to  the  right  foot,  and   at  the   com- 
mand "march,"  move  the  left  leg  smartly  straight  for- 
ward, but  without  a  jerk;  at  the  same   time   throw  the 
weight  of  the  body  forward;  then  move  the  right  foot 
forward  and  continue  marching. 

c.  "Class,    halt!     One!    two!"     One   more    step    is 
taken  after  the  word  "halt,"  then  the  backward  foot  is 
brought  to  a  level  with  the  leading  one  on  "two." 


MILITARY   MARCHING  81 

5.  BY  TWOS,  RIGHT  OBLIQUE,  MARCH 

Class  may  be  numbered  in  "fours."  The  "ones" 
and  "threes"  mark  time,  while  the  "twos"  and  "fours" 
march  diagonally  for  ward  beside  the  "ones"  and  "threes;" 
then  the  whole  column  continues  marching. 

6.  BY  FOURS,  RIGHT  OBLIQUE,  MARCH 

The  first  two  numbered  "one"  and  "two,"  together 
with  all  those  numbered  "one"  and  "two,"  mark  time, 
ivhile  the  "threes"  and  "fours,"  who  are  marching 
together,  advance  diagonally  to  the  right  and  march 
beside  the  "ones"  and  "twos." 

7.  BUILDING  UP  FROM  SINGLE  FILE 

a.  Line  marches  straight  down  center  of  hall,  and  at 
the  rear  separates,  one  child  to  the  left,  the  next  to  the 
right,  and  so  on.     Two  lines  march  to  front,  on  outsides 
of  room,  meet,  and  go  to  the  rear  in  twos. 

b.  Twos  separate,  one  couple  turning  to  the  right, 
the  other  to  the  left,  marching  around  to  the  front  in 
two  double  lines,  on  outside  of  hall.     Two  couples  lead- 
ing meet,  form  fours,  and  the  rest  follow. 

c.  Fours  march  in  straight  line  to  rear,  separate,  one 
four  to  the  left,  the  next  to  the  right,  and  lead  around 
to  form  eights  at  the  front  of  hall. 

Breaking  down  is  done  in  the  reverse  manner;  when 
lines  meet  at  the  end  of  the  hall,  marching  four  abreast, 
instead  of  forming  eights  again,  one  four  marches  in 
front,  the  other  behind,  thus  forming  a  line  of  fours  to 
continue  down  the  center  of  the  hall.  The  next  time 
around,  twos  are  formed,  the  next  time  a  single  file. 


GRADE  III 

I.     RHYTHMIC  PLAYS 

Children  are  in  a  circle.  Have  one  circle  inside  of 
another  if  necessary,  because  of  numbers. 

1.  SWING     (Waltz  music) 

Children  stand  with  one  foot  forward,  pretend  to 
take  hold  of  a  swing-board  with  both  hands  in  front  of 
the  chest,  and  in  time  with  the  music  push  it  forward  and 
upward  with  a  strong  movement  of  the  arms;  change  the 
weight  to  the  forward  foot  and  let  the  body  reach  forward 
and  up  with  the  arms.  As  the  swing  returns,  the  body 
sways  back  and  the  weight  falls  on  the  backward  foot. 

2.  JUMPING  ROPE  *   (Schottische  or  "skipping"  music) 

a.  With  individual  ropes,  turn  the  arms  as  if  they 
were  in  reality  swinging  a  rope.    Jump,  standing  in  place, 
or  advancing  around  the  circle  with  a  leaping  movement. 

b.  In   pairs  —  jumping  over   the   same  rope ;   inside 
hands  joined;  outside  hands  turning  the  rope. 

c.  A  long  rope  swung  by  two  people  in  the  center  of 
the  circle,  while  three  or  four  others  "run  in"  and  jump, 
then  "run  out  ";  and  still  others  "run  in." 

3.  PLAYING  BALL     (Waltz  music) 

Children  are  in  a  circle.  Have  several  soft  rubber 
balls  scattered  among  them.  Each  child  pretends  to  toss 
a  real  ball. 

a.  Toss  straight  up  in  the  air  with  the  right  hand. 
Catch  with  both.  Toss  with  left,  catch  with  both. 

*  These  are  imitative  activities.   Real  ropes  are  not  needed,  although  may  be  used. 

82 


SOCIAL   AND    NATURE    PLAYS   IN   RHYTHM      83 

6.  Bound  with  right  hand,  catch  with  both.  Bound 
with  left  hand,  catch  with  both. 

c.  High  toss  with  both  hands,  catch  with  both. 

d.  Children  form  in  two  lines,  facing  each  other,  ten 
or  fifteen  feet  apart.    One  line  tosses  balls  to  players  oppo- 
site, who  catch  and  return  them,  all  in  time  with  the 
music.     Use  right  hand,  catch  with  both;  then  toss  with 
left  hand  and  catch  with  both. 

4.  WALKING  ON  STILTS     (Quick  march  music) 

In  single  file,  zig-zag  across  the  hall  or  in  a  circle; 
children  walk  on  heels,  with  hands  against  their  thighs, 
as  if  grasping  stilts. 

5.  RUNNING     (Kindergarten  music.     Quick  march) 
Run  lightly  on  the  toes,  lifting  knees  high  and  swing- 
ing the  arms  freely. 

6.  HIGH-STEPPING  HORSES     (Waltz  music) 

Lift  knees  high,  with  toes  stretched  toward  the  floor, 
and  place  each  foot  firmly  but  carefully. 

7.  SKATING 

Singly,  or  in  twos;  later  in  fours.  Join  hands,  cross- 
ing them  in  front,  as  if  in  skating;  advance  with  long 
sliding  movements. 

II.     SOCIAL  AND  NATURE  PLAYS  IN  RHYTHM 

1.     ROUNDEL 

Children  are  in  a  circle.  One  child  is  selected  to  skip 
around  inside  the  circle  a  few  times  alone.  When  the 
music  stops,  this  child  ceases  skipping,  bows  to  another 
child  (a  girl  if  the  first  one  be  a  boy,  and  vice  versa),  who 
immediately  takes  his  hand,  and,  with  the  music  again, 


84   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

they  skip  around  together.  When  next  the  music  stops, 
the  two  bow  to  each  other,  then  each  seeks  a  new  part- 
ner, so  that  four  are  skipping.  The  selecting  of  partners 
continues,  each  bowing  to  his  old  partner  before  he 
greets  a  new,  until  at  last  all  are  skipping  about  the 
circle. 

If   desired,    other    activities    than    skipping   may    be 
introduced  with  appropriate  music. 


LADS  AND  LASSIES  OUT  A- WALKING 


1      ^     K  L.^                   X 

k       \     p  • 

J 

S3     m       i*  • 

I/TV"  17/1 

K       K     i 

•      r 

1   \My          *•*•      g| 

a        m       y 

\j 

1.  Lads 
2.  Lads 

and  las  -  sies 
and  las  -  sies 

out 
home 

a  -  walk-  ing 
re  -  turn-  ing 

• 

XL  b  K         N 

K           P      '    N 

V                V     \J            t    • 

(frpv       R 

r      J        K 

r    «v 

r      R  e     r 

Chanc'd  one  day     to  meet ;   First  they  bow'd,then 
Gai  -    ly  waved  good    by ;       Hop-  ing  soon  to 


hands  Danced  with  nim-bl< 


clasp   -  ing    hands  Danced  with  nim-ble  feet. 
meet      a  -  gain,       Com  -  ing  thro'  the  rye. 

Lads  and  lassies  out  a-walking 

Chanc'd  one  day  to  meet; 
First  they  bowed,  then  clasping  hands 

Danced  with  nimble  feet. 

Lively. 


IffJlflr 

*     fy       {/  > 


Tra  -  la-la-la,  Tra-la-la-la-la,Tra-  la-  la  -  la  -  la,Tra- 


±± 


la  -  la-  la, Tra-  la-  la-la-  la, Corning  thro'  the  rye. 

Cho.    Tra-la-la-la,  Tra-la-la-la,  Tra-la-la-la-la, 
Tra-la-la-la,  Tra-la-la-la-la. 
Coming  thro'  the  rye. 


SOCIAL   AND    NATURE    PLAYS   IN    RHYTHM      85 

Lads  and  lassies  home  returning 

Gaily  waved  good-by; 
Hoping  soon  to  meet  again, 

Coming  thro'  the  rye.  —  Chorus. 

Class  is  in  a  large  circle,  or  in  two  circles,  one  inside 
the  other,  moving  in  opposite  directions,  and  singing  as 
they  dance.  They  walk  around  in  time  to  the  music, 
until  the  words,  "they  bowed,"  when  the  inside  circle  bows 
to  the  outside  circle,  and  the  outside  to  the  inside.  At  the 
words,  "clasping  hands,"  each  child  on  the  inside  takes 
the  hands  of  the  child  in  the  outside  to  whom  he  bowed, 
and  together  they  turn,  with  a  sliding  step,  two  or  three 
times  in  place.  At  the  beginning  of  the  second  verse,  all 
are  in  places  again,  and  march  in  opposite  directions. 
When  the  refrain  to  the  second  verse  is  sung,  the  children 
in  inside  circle  join  hands,  and  dance  in  a  large  ring; 
the  outside  circle  does  the  same,  moving  in  the  opposite 
direction.  If  there  is  but  one  circle  all  may  bow  to  the 
center,  and  dance  in  a  large  ring  during  both  refrains. 

3.  BOWING  EXERCISE  (3-4  music.  Kindergarten. 
"One,  two,  three,  bow!"  or  "Good  morning  to  you!") 

Children  are  arranged  in  two  circles,  one  inside  the 
other,  the  outside  circle  marching  one  way,  the  inside 
circle  the  other.  All  advance  three  steps,  walking  in 
minuet  style,  lifting  the  feet  gracefully  in  front  with  toes 
stretched  toward  the  floor,  before  placing  them  carefully 
down;  at  "bow,"  which  occupies  one  full  measure  of 
music,  children  of  the  two  circles  stop  and  bow  to  each 
other,  then  march  again  and  bow,  etc.  Girls,  holding 
their  skirts  daintily,  step  back  on  to  one  foot,  with  the 
forward  knee  straight,  as  they  bow;  while  the  boys  bend 
the  body  forward  from  the  hips,  and  stand  with  their  heels 
together  and  hands  at  their  sides. 


86   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

4.    WIND 

a.  Swaying  Trees.  ("Ding,  dong,  bell"  from  "Chimes 
of  Normandy,"  or  4-4  march  music.)  Children  are  ar- 
ranged in  single  file  marching  order,  and  march  in  zig-zag 


across  the  hall.  Walk  forward  four  counts  (three  steps 
and  feet  together  on  the  fourth  count), bend  to  the  left  (two 
counts),  then  to  the  right  (two  counts).  March  again,  then 
stop  and  bend. 

b.  Fluttering    Leaves.     Lines    cease    marching,    and 
while  soft,  light  music  is  being  played,  children  raise  their 
arms,  and  gradually  let  them  sink,  spreading  as  they  do 
so  to  represent  branches,  while  the  fingers  move  quickly 
for  the  fluttering  leaves. 

c.  Meadow   Grass.     (Waltz   music   or   soft,   quieting 
theme,   e.g.,   "Narcissus.")     Children's   heads   represent 
the  tops  of  the  tall  grasses,  and  they  bend  to  each  side  or 
forward  and  backward  in  time  with  the  music.   The  music 
may  be  changed  to  two-step,  or  increased  in  volume,  for 
the  next  exercise.     The  children  bend  to  the  left,  then 
forward,  then  to  the  right,  then  to  an  erect  position  - 
four  counts  for  the  bending,  in  which  the  body  describes 
a  portion  of  a  circle  and  represents  the  bending  grasses. 

Four  walking  steps  may  be  taken,  then  the  bending 
on  four  counts,  to  avoid  tiresome  repetition. 

Note  :  Great  care  should  be  taken  not  to  keep  the  children  too  long 
at  one  exercise.  It  loses  its  value  because  their  interest  lags.  A  change 
to  some  familiar  exercise  may  be  often  wisely  introduced. 


INDUSTRIAL   IMITATIONS  87 

5.     WATER 

a.  The  River.     (March   music.)     Children  march  in 
twos  in  the  center  of  the  hall.     At  one  end  the  first  two 
separate,  and  stand  facing  each  other  far  enough  apart  to 
allow  the  double  line  to  pass  between  them.    Each  two,  as 
they  pass  through,  separate  and  take  places  at  the  ends  of 
the  two  lines  which  were  begun  by  the  leading  two.   When 
the  two  long  lines  are  completed  they  form  the  banks 
of  the  river;  then  the  first  two  leave  their  places  and  run 
lightly,    in   time   with   the   music   which   now   quickens, 
single  file,  down  between  the  two  lines.     Each  two,  in 
turn,  follow  the  line  as  it  passes  by.     This  represents  the 
running  water,  and  each  child  joining  in  may  represent  a 
brook  flowing  into  the  river.     The  course  of  the  river 
may  then  be  a  varied  one  about  the  room,  at  the  dis- 
cretion of  the  teacher. 

b.  The  Fountain.     (Mazurka    music,    or    two-step.) 
Children  are  in  a  circle  in  marching  order.     The  tallest 
child  stands  in  the  center  surrounded  by  four  or  five  chil- 
dren, who  kneel,  facing  out.     The  group  in  the  center 
stretch  their  arms  over  head  on  the  strong  beat  of  the 
music,  with  hands  together  and  fingers  pointing  upward, 
to  represent  spouting  water;  then  spread  the  arms  and  let 
them  sink  to  the  sides.     The  children  in  outside  circle 
march   around,   executing  the   same  movement  as  they 
march ;  when  the  exercise  is  finished,  the  center  group  take 
places  in  the  circle. 

III.     INDUSTRIAL  IMITATIONS 
1.    BLACKSMITH     ("Anvil  Chorus"  or  March) 
Have  a  musician's  triangle  or  piece  of  iron  and  a 

hammer  to  imitate  the  sound  of  the  hammer  on  the  anvil. 

Children  in  a  circle  swing  the  hammer  and  strike,  in 

time  with  the  music. 


88   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

2.  FARMER 

a.  Sowing  the  Seed.     (March  music.)     Children  hold 
a  bag  of  seeds  under  the  left  arm,  and  scatter  seeds  from 
it  with  the  right  as  they  march  along. 

b.  Reaping    the    Grain.      (Waltz    music.)      Children 
are  in  a  circle  facing  the  center.     Each  child  pretends  to 
hold   a  scythe,  with  which   he   mows  the  grain,   as   he 
moves  along  step  by  step  to  the  left.     Repeat,  moving 
toward  the  right  and  swinging  the  scythe  with  the  hands 
reversed. 

3.  THE  MILLER     (For  music  see  Part  I,  Grade  III, 
Traditional  Games,  No.  3) 

Children  march  in  a  double  circle.  In  the  center  are 
sixteen  children  in  lines  of  four  radiating  from  the  center 
like  the  arms  of  a  cross,  to  represent  the  spokes  of  the 
great  mill  wheel.  As  the  outside  circle  marches,  those 
inside  wheel  in  the  same  direction.  At  a  repetition  of 
the  verse,  all  may  turn  and  go  in  the  opposite  direction. 
Many  details  may  be  worked  out  by  teachers. 

4.  THE  BAKER     (Two-step  music) 
Children  are  in  a  circle  or  line  formation. 

a.  Sifting  Flour. 

b.  Stirring  Bread.     Hold  bowl  under  left  arm  and 
stir  with  the  right  hand. 

c.  Kneading  Bread.     (Waltz  music.)     Children  imi- 
tate the  motion  of  kneading  bread  on  a  table  in  front  of 
them.     In  rhythm  with  the  music. 

5.  THE  DITCH  DIGGER     (Two-step  or  march  music) 
Children    one    behind    another    in    marching    order. 

Advance  four  steps,  then  stop,  and  give  the  motion  of 
using  a  pickax  twice;  then  advance  four  more  steps,  etc. 


TOWN    CHARACTERS  89 

IV.     TOWN  CHARACTERS 

1.  SCISSORS  GRINDER     (Music  appropriate) 
Children  are  in  marching  order.     With  the  left  hand 

they  grasp  a  strap  which  holds  the  grinding  machine  on 
the  back.  With  the  right  hand  they  ring  a  bell,  by  letting 
the  arm  exaggerate  its  swing  to  and  fro  while  marching 
along.  (Music  here  represents  the  monotonous  "cling 
clang"  of  a  bell.)  At  a  change  in  the  music  the  children 
stop,  standing  with  their  weight  on  one  foot;  with  the 
other  they  pretend  to  turn  a  wheel  by  pressing  on  its 
pedal  with  the  toe, — all  in  time  with  the  music.  The 
hands,  at  the  same  time,  describe  a  small  turning  wheel 
in  front  of  the  body,  one  hand  following  the  other  over 
and  over.  March  again,  then  stop  and  grind. 

2.  THE  SEXTON     (Waltz  music) 

Children  are  in  a  circle.  Each  grasps  an  imaginary 
rope  high  in  front  of  him,  and  pulls  down  on  it  in  time 
with  the  music. 

3.  THE  ORGAN  GRINDER     (Familiar  old-time  pieces, 
played  by  the  hand-organ) 

Children  are  in  a  circle.  A  boy  in  the  center  pre- 
tends to  turn  the  handle  of  a  hurdy-gurdy,  while  all  on 
the  outside  imitate  him.  A  girl  in  the  center  may  have 
a  tambourine,  and  play  it  in  time  to  the  music,  changing 
quickly  with  the  rhythm. 

4.  THE  STREET  CLEANER      (Waltz  music) 

Children  are  arranged  side  by  side  in  two  long  lines 
facing  each  other  on  opposite  sides  of  the  room.  The 
lines  advance  toward  each  other  step  by  step,  each  child 
pretending  to  push  a  street  broom.  When  the  lines  meet, 
all  face  to  the  right  or  left  and  march  forward  (march 


90   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

music)  two  by  two.  The  leaders  separate  at  the  end  of 
the  room  and  each  leads  his  line  around  into  the  former 
starting-place,  where  the  sweeping  is  repeated. 

5.     BOOT-BLACK 

Children  are  in  a  circle,  or  single  file,  marching  in 
zig-zag.  Advance  eight  bars,  kneel  on  one  knee,  use 
boot-brush  with  right  hand  four  bars,  left  hand  four  bars> 
rise  and  march  again. 

V.     RHYTHMIC  EXERCISES 

Music  for  the  following  may  be  found  in  Miss  Rogers  * 
book  of  "Large  Rhythmic  Movement."  * 

1.  HEEL,  TOE,  AND  ONE,  TWO,  THREE.     (See  1st  Grade 
Directions,  Exercise  10.) 

2.  SLIDING     EXERCISE,     TWO     STEPS,     TWO     SLIDES  - 

GOING  FORWARD.     (Left,  right,  slide,  slide.) 

3.  BOWING  EXERCISE. 

4.  MINUET.     (Two  by  two  around  the  room.) 

5.  MAZURKA.     (Page  9.) 

6.  RUN.     (Page  6.) 

7.  SWAYING  TREES. 

8.  FALLING  LEAVES. 

9.  RUN.     ("Lullaby.")     Children  kneeling. 

VI.     FESTIVALS 

1.    HARVEST  HOME     (Suitable  music) 

a.  Children  skip  into  a  circle,  single  file.     (Schottische 
music.) 

b.  Reaping    grain.     (Waltz    music.)     Children   in   a 
circle  face  the  center,  each  with  a  scythe  mows  the  corn, 
stepping  to  the  side  as  he  swings  the  scythe. 

*  Published  by  Scrantom,  Wetmore  &  Co.,  Rochester,  N.  Y. 


FESTIVALS  91 

c.  Two    facing    each    other.     (Waltz    music.)     One 
picks  up  a  bundle  of  corn  and  stands  it  upright  in  front 
of  the  other. 

d.  The  partner  now  binds  the  corn  into  a  sheath, 
with  a  winding  motion.     (Waltz  music.) 

e.  In  twos  the  children  join  crossed  hands,  and  ad- 
vance marching  around  the  circle,  as  if  each  two  were 
carrying  a  sheath.     Finally,  all  drop  their  bundles  in  the 
center  as  they  march  by,  and  unclasp  their  hands,  then 
lead  again  into  a  circle,  single  file. 

/.    All  join  hands  and  dance  around  the  heap  of  corn 
sheaths,  once  to  the  left,  then  to  the  right. 

g.    Partners  join  hands  and  all  skip  away  in  line. 

2.    CHRISTMAS 

a.  Christmas  Tree.     1.  Tramp  through  the  forest  to 
find  it.     (March,  lifting  knees  high  as  if  walking  in  deep 
snow.)     2.  Chop  down  the  tree.     Children  in  a  circle, 
each  with  an  ax  chopping.      (Waltz  music.)     3.   Carry 
trees  home  on  the  shoulders.     Each  child  puts  his  left 
hand  on   the  shoulder  of  the  one  in  front,  and  places 
his  right  hand  at  his  own  right  shoulder,  as  if  holding  a 
branch.   4.  Children  face  the  center  of  the  circle,  advance, 
and  place  the  tree  in  the  center,  then  retreat  to  places. 

b.  Christmas  Bells.   Children,  standing  in  a  circle,  pull 
the  bell  rope.     (Waltz  music.)     March  and  toll  the  bell. 

c.  Santa  Claus.     Children  stand  in  a  double  line  to 
represent    reindeer.     First    two    join    inside    hands;    the 
outside  hands  are  extended  back  to  be  grasped  by  the 
ones  behind.     Children  on  the  left  extend  right  hand  for- 
ward and  left  hand  back,  and  the  children  on  the  right 
vice  versa.    One  child  is  at  the  end  of  the  long  double  line 
for  "Santa  Claus."   "Reindeer"  walk — step  high  and  trot 
very  gently,  lifting  the  feet  high  and  placing  them  lightly. 


92   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

d.  Christmas  Toys.  Children  form  a  ring  around 
"Santa  Claus."  Joining  hands  they  advance  toward  him 
four  steps  with  the  music,  and  back.  As  they  do  this, 
"Santa  Claus,"  in  the  center,  indicates  the  use  of  some 
toy  which  he  pretends  to  give  them.  Having  retreated 
to  place,  the  children  advance  around  the  circle,  imita- 
ting "Santa  Claus,"  in  time  to  the  music. 

1.  Ball.     Tossing  up  and  catching.     (Waltz  music.) 

2.  Skates.     Long  sliding  steps  as  if  on  the  ice.    (Two- 
step  music.) 

3.  Drum.     (Beating.) 

4.  Gun.    (Polka  music,  pause  or  hold  count  "three.") 
Two  walking  steps,  stop  at  "three,"  and  pretend  to  aim 
with  a  gun. 

5.  Hoop.    (Waltz  music.)    Run  lightly,  striking  hoop 
in  time  with  the  music. 

VII.     MARCH 

1.  SINGLE  FILE 

a.  On  tip-toe,  hands  stretched  high  over  head. 

b.  On  heels. 

c.  Lifting  knees  high.     (Waltz  music.) 

d.  Long  steps.     (Slower  music.) 

e.  Short  steps.     (Quicker  music.) 
/.    Backward  with  short  steps. 

g.   In  a  circle,  side  steps  to  left  and  to  right. 

2.  BY  TWOS 

Same  exercises  as  in  No.  1. 

3.  BY  FOURS 

Practise  wheeling,  forward,  backward,  to  left  and  to 
right. 


FOLK   DANCES  93 

4.     FIGURE  MARCHING 

a.  Line  double  file.     March  down  the  center,  separate, 
first  two  to  the  left,  next  two  to  the  right.     When  the 
lines  meet  at  the  foot  of  the  hall,  they  separate,  so  that 
the  right-hand  column   of  one  line  passes  between  the 
two   columns   of   the   other   line.     Continue  around  the 
hall,  and  at  meeting  repeat  the  marching  through. 

b.  Serpentine.     Lines    formed    in    fours    or    eights, 
mark  time,   with   two  full  steps'   distance  between  the 
ranks  of  eight.     First  eight  face  and  follow  their  leader  in 
single  file,  as  he  winds  in  and  out  among  the  other  ranks. 
As  the  line  passes  each  rank  of  eight,  they  face  and 
march  at  the  end,  until  all  the  "eights"  have  joined. 

VIII.     FOLK  DANCES 

1.  OATS,  PEAS,  BEANS,  AND  BARLEY  GROW 

Children  are  in  a  circle;  one  in  the  center  for  the 
farmer. 

(For  music  see  Part  I,  Grade  III,  Traditional  Games, 
Exercise  No.  1.) 

First  strain  —  children  march  in  a  circle. 

Second  strain  —  ("Thus  the  farmer")  stand  and  pre- 
tend to  scatter  seed. 

Third  strain  —  ("Tra  la  la,  etc.")  two  in  the  center 
join  hands,  and  dance  in  a  circle  where  they  stand. 

Fourth  strain  is  the  third  repeated.  Join  hands  and 
dance  in  one  large  circle. 


94   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 
2.     WEAVING  GAME 


So  weave  we  the  wool-  en,      So  weave  we  the 


fe^^a^^N 


wool  -   en,  Threads  are    cross  -  ing, and  shut-ties 


toss  -  ing,  To  make  our  cloth  good     and  strong. 

So  weave  we  the  woolen, 

So  weave  we  the  woolen, 

Threads  are  crossing,  and  shuttles  tossing, 

To  make  our  cloth  good  and  strong. 

3.    HEEL  AND  TOE  POLKA     (See  First  Grade  Outline, 
Exercise  10) 

Third  grade  children  should  do  this  more  accurately. 


GRADE  W 

I.     RHYTHMIC  PLAYS 
1.   SPRING 

a.  Spinning  Tops.     (March  music.) 

Top  is  held  in  the  left  hand,  string  is  wound  on  to  it 
with  the  right,  in  time  with  the  music.  Four  times  the 
string  is  wound  around,  and  then  the  top  is  thrown  to  the 
ground.  Children,  arranged  in  a  circle,  pretend  to  watch 
the  top  as  it  spins  through  one  measure  of  the  music. 

b.  Rolling  Marbles.     (Waltz  music.) 

Children  are  in  a  circle.  In  rhythm,  they  bend  for- 
ward and  each  rolls  an  imaginary  marble  across  the 
circle,  then  rises  and  takes  another  from  his  pocket  and 
rolls  that,  continuing  until  the  rhythm  is  changed.  (Roll- 
ing should  be  done  with  both  the  left  and  the  right 
hands;  and  one  foot  should  be  a  little  in  front  of  the 
other  for  a  better  position  of  the  body.) 

c.  Base-ball.     (Waltz  music.) 

Children  may  march  from  the  circle  to  the  different 
positions  on  the  floor,  with  march  music.  Class  is  formed 
in  two  ranks,  facing  each  other  at  a  distance  of  twenty  or 
more  feet  apart,  and  with  plenty  of  arm  space  for  each 
child.  When  one  row  plays  throwing  the  ball,  the  others 
are  the  batters,  carrying  out  these  distinctive  activities 
in  rhythm.  Change,  first  row  batting,  and  the  other 
throwing. 

d.  Jumping  Rope.     (Schottische  or  skipping  music.) 
(1)    With  individual  ropes,  turn  the  hands  about  as 

95 


96   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

if  they  held  a  rope;  standing  in  place  or  advancing 
around  the  circle. 

(2)  In  pairs  -  -  jumping  over  the  same  rope,  inside 
hands  joined,  outside  hands  turning  the  rope. 

(3)  Long  rope  swung  by  two  people  in  the  center  of 
the  circle,  while  others  "run  in"  and  jump,  then  "run" 
out,  while  several  others  "run  in." 

e.  Rolling  Hoops.     (Waltz  music.) 

Children  are  in  a  large  circle;  each  rolls  an  imaginary 
hoop,  striking  it  with  the  hoop  stick  in  time  with  the 
music. 

f.  Flying  Kites.     (March  or  waltz  music.) 
Children  stand  in  a  circle,  as  if  holding  a  kite  string. 

With  the  music  they  pull  forward  and  down  on  the  string, 
then  turn  to  look  at  the  kite  as  it  pulls  their  hands  up 
higher.  Later,  advance  around  the  circle  with  a  light 
running  movement,  holding  and  occasionally  watching 
the  kite. 

2.   SUMMER 

a.  Ball  Playing.     (Waltz  music.) 

Each  pretends  to  have  a  ball.  A  few  real,  soft  rubber 
ones  may  be  used.  Toss  straight  up  in  the  air  with  the 
right  hand  and  catch  with  both.  Toss  with  the  left, 
catch  with  both.  Bound  with  the  right  hand,  catch  with 
both;  then  bound  with  the  left.  High  toss  with  both 
hands,  clap  hands  once  before  catching. 

b.  See-saw. 

(1)  Children  are  in  a  circle,  one  behind  another  in 
march  order;  arms   are  raised  to  the  side   at   shoulder 
height,  bend  alternately  to  left  and  right,  representing  a 
see-saw  board. 

(2)  Two  lines  of  children  standing  twelve  or  fifteen  feet 
apart,  facing  in.     Half-way  between  the  two  lines  stand 


H 

I 
§ 

s 

u 


RHYTHMIC    PLAYS  97 

three  or  four  children,  one  behind  another,  with  their  arms 
extended  toward  the  lines  of  children,  the  left  toward  one 
line,  the  right  toward  the  other.  These  children  bend 
as  in  No.  1,  while  the  two  lines  bend  their  knees  and 
stand  erect,  alternately,  as  the  hand  toward  them  moves 
up  or  down. 

(3)  Children  in  two  lines  may  grasp  the  hands  of  the 
children  who  stand  with  arms  raised  to  represent  the 
see-saw  board. 

c.  Swing.     (Waltz  music.) 

Children  in  a  circle  or  in  gymnastic  order,  stand  with 
one  foot  a  step  in  front  of  the  other;  and  in  time  with 
the  music  push  forward  and  up,  changing  the  weight  to 
the  forward  foot  as  the  arms  stretch  up.  As  the  arms 
return  in  front  of  the  chest,  the  body  sways  back  so  that 
the  weight  is  on  the  backward  foot. 

d.  Skipping.     (Schottische  music.) 

Hoppity  skip  in  single  file  around  the  circle,  in  zig- 
zag; or  in  twos,  with  inside  hands  joined  and  held  high. 

3.   AUTUMN 

a.  Nutting.     (Slow  march  or  waltz  music.)     Throw 
sticks  and  stones  at  nut  trees  to  bring  down  the  nuts. 
Pick  up  a  stick,  then  throw.     Use  the  left  hand  as  well 
as  the  right  in  throwing. 

b.  Scuffing    through    the    Leaves.     (Quick    two-step 
music.)     Around  the  circle,  scuffing;  hardly  lifting  the 
feet  from  the  floor. 

c.  Jack  o9  Lantern.*     Children  stand  in  a  double  cir- 
cle facing  in,  each  child  of  the  inside  circle  just  in  front 
of   one   in    the  outside.     Those  inside  pretend  to    hold 

*  Music  copyright,  1905,  by  M.  Witmark  &  Sons.  Used  by  permission  of  the 
publishers. 


98   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

jack  o'  lanterns  in  front  of  them  which  they  move  to 
the  left  and  to  the  right  with  a  swinging  motion,  then, 
on  the  third  count,  turn  quickly,  and  thrust  the  play 
lantern  toward  the  faces  of  those  just  behind.  Change 
and  have  the  outside  circle  hold  lanterns. 


m^ 


r  t  t 


4.     WINTER 

a.  Skating.     (Slow   two-step,   or  with   varied   time.) 
In  twos,  with  hands  crossed  and  joined,  children  skate 
with  long  sliding  steps. 

b.  Snow-balling.     (Two-step  music.)     Children  stoop 
to  pick  up  handfuls  of  snow,  mold  them  into  balls,  and 
throw  them  across  the  circle. 

c.  Building  a  Fort.     (Waltz  music.)     Children  in  a 
circle  in  marching  order.     Each  pretends  to  push  a  ball 
of  snow  which  keeps  getting  larger  and  larger,  and  heavier 
and  heavier.     After  the  balls  are  made,  they  may  be  rolled 
into  a  long,  straight  line  (represented  by  about  one- third 
of  the  children  kneeling  on  the  floor),  another  one-third 
stand  behind  the  fort  and  defend  it,  while  the  remaining 
one-third  form  the  attacking  party,  and  stand  in  line  on  the 
opposite  side  of  the  room  from  the  fort.     The  attacking 
and  defending  groups  then  imitate  snow-balling  in  rhythm 
with  the  music  (schottische  or  two-step).     The   attack- 


SEA-SHORE    RHYTHMS  99 

ing  party  gradually  advances,  and  when  it  reaches  the 
fort  it  kneels,  becomes  the  fort  itself,  while  the  former 
fort  becomes  the  defending  party,  and  the  first  defending 
party  becomes  the  attacking,  and  marches  around  the 
hall  to  begin  the  attack. 

d.  Sleigh -riding.  (Jingle  Bells  -  -  College  Song. 
Quick  march.)  Have  a  few  bells  to  jingle.  Children 
stand  four  abreast,  arm  in  arm,  two  or  four  may  run  in 
front  for  horses,  and  carry  bells. 

II.     SEA-SHORE  RHYTHMS 

1.  THROWING  STONES     (Waltz  music) 

Throw  stones  out  to  sea,  and  skip  stones  on  the  water. 

2.  WADING   IN  THE  WATER       (Waltz   music) 

Children  in  a  circle,  walk  very  gently,  lifting  the  feet 
high  and  placing  them  carefully. 

3.  SWIMMING     (Two-step  music) 

Accent  the  stretching  forward.  Place  one  foot  in  front 
of  the  other.  Body  sways  forward  as  the  stroke  is  taken. 

4.  JUMPING  IN  THE  WATER     (Schottische  music) 
Children  join  hands  in  a  circle,  and  jump  as  they  do 

in  rope  jumping.  With  every  other  spring  they  bend 
deep  down  in  the  water.  This  exercise  should  be  done 
only  four  or  five  times. 

5.  SAILING     (Two-step  or  waltz) 

One  arm  stretched  over  head  for  mast,  and  the  other 
to  the  side  for  the  boom.  Children  glide  quietly  around 
the  room,  bending  to  show  the  tipping  of  the  boat. 

6.  ROWING     (Waltz  music) 

Children  in  a  circle  stand  with  one  foot  in  front  of  the 


100   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

other,  and,  with  hands  grasping  an  imaginary  pair  of 
oars,  pretend  to  row,  moving  the  body  backward  and 
forward  in  time  with  the  music. 

III.     GRECIAN  GAMES 

1.  THROWING  THE  DISCUS     (Waltz  music) 

The  left  foot  is  placed  in  front  of  the  right  and  the 
body  turned  toward  the  right  side.  The  children  pre- 
tend to  hold  a  discus  in  the  right  hand;  swing  the  right 
arm  in  a  half  circle  back  on  a  level  with  the  hips,  and 
with  a  wide  swinging  motion  of  the  same  arm,  bring  it 
forward,  and  pretend  to  let  go  the  discus,  when  the  arm 
is  extended  to  its  farthest  point  forward.  The  weight 
should  change  from  the  forward  to  the  backward  foot, 
then  to  the  forward  again,  as  the  arm  swings. 

Repeat,  using  the  left  arm,  with  right  foot  in  front. 

2.  FOOT-RACE     (Lively  music) 

Children  are  in  two  long  lines  facing  toward  each 
other,  five  or  six  feet  apart.  In  turn  they  race  in  twos; 
the  two  at  one  end  run  down  between  the  lines  first, 
and  take  places  at  the  opposite  end,  then  the  next  two 
run,  etc.  As  the  different  twos  run,  the  lines  should  keep 
moving  toward  the  head. 

3.  THROWING  BALLS     (See  Lesson  2,  Section  2,  a) 

4.  LEAPING     (Two-step  music) 

Children  in  a  circle  advance  with  a  long,  leaping 
step,  alternating  right  and  left,  i.e.,  leaping  from  one  foot 
to  the  other  in  the  advance. 

5.  CHARIOT    RACE     (Quick    march    or    other    music 
suited  to  running) 


0 

i 
0 


NATURE   AND    INDUSTRIAL   RHYTHMS          101 

Children  are  in  a  large  circle,  or  better  an  oval.  Two 
groups  of  four  children  each  join  hands  (in  fours)  to 
represent  the  horses  dragging  a  chariot.  If  the  space  is 
not  large  enough  two  may  race  together.  The  horses 
stand  side  by  side  at  a  given  line,  and  at  the  signal,  run. 
If  the  floor  space  is  oval,  at  the  shorter  ends,  the  four 
that  are  on  the  inside  change  to  the  outside  places,  while 
those  who  were  outside  drop  behind  a  bit  and  then  run 
inside  on  the  turn.  If  it  were  not  for  this  changing  of 
places  the  four  on  the  inside  would  have  the  advantage 
throughout  the  race. 

IV.     NATURE  AND  INDUSTRIAL  RHYTHMS 

1.  THE  FARMER 

a.  Plowing.    (Two-step  music.)    Children  are  in  twos, 
with  their  arms  locked.     The  inside  foot  of  each  is  placed 
in  front  and  close  to  the  foot  of  his  partner,  and  these  two 
feet  are  kept  a  little  ahead,  to  represent  the  steel  of  the 
plow.     Children  advance  to  the  music,  pushing  with  the 
backward  foot,  and  letting  the  forward  foot  slide  as  much 
as  possible. 

b.  Sowing  the  Seed.     (Waltz  music.)     Children  march 
in  a  circle,  scattering  seeds  with  the  right  hand  from  a 
bag  which  they  hold  in  the  left. 

c.  Reaping    the    Grain.     (March    or    waltz    music.) 
Children  are  in  a  circle,  side  by  side;  each  pretends  to 
hold  a  scythe,  with  which  he  mows  the  grain  as  he  steps 
along  sideways.     One  foot  is  placed  to  the  side,  then  the 
other  is  drawn  toward  it. 

2.  THE  FARM 

a.  Rows  of  trees.  (March  music.)  (Poplar,  oak, 
etc.)  Children  march  in  lines.  Poplar  trees,  —  arms 
are  stretched  high  over  head  with  hands  together.  Oak 


102   GRADED    GAMES   AND    RHYTHMIC    EXERCISES 

trees,  —  arms  raised  to  side  for  spreading  branches. 
Advance  two  steps,  then  bend  alternately  to  left  and 
right;  some  poplar,  some  oak  trees.  Later,  stand  in  line, 
and  with  soft,  light  music,  represent  fluttering  leaves  by 
moving  the  fingers  quickly,  beginning  with  the  arms 
stretched  high  over  head  and  gradually  lowering  them  to 
the  sides. 

b.  The   Brook.     (Light,    rippling   music.)      Children 
representing  trees  on  the  banks  of  the  brook,  bend  and 
sway  with  moving  branches  and  fluttering  leaves,  while 
five  or  six  others  run  lightly  between  the  two  lines  repre- 
senting the  rows  of  trees,  and  pretend  that  they  are  the 
running  water. 

c.  Meadow  Grass.     (Waltz  music  or  a  soft,  quieting 
theme,  e.g.,  "Narcissus.")     Children  stand  in  a  circle  or 
other  formation.     Their  heads  represent  the  tops  of  the 
tall  grasses,  and  they  bend  to  each  side,  or  forward  and 
backward,  in  time  with  the  music. 

d.  Climbing    the    Hill.     (March    music.)     Children 
march,  lifting  their  feet  high  as  they  would  in  ascending 
a  hill. 

e.  Jumping  in  the  Hay.     (Music,  "Ring  around  the 
Rosy.")     Children  join  hands  in  a  circle  and  glide  in  one 
direction  until  the  last  word  in  the  refrain,  when  they  all 
stop,  and  bend  their  knees  deeply,  as  if  jumping  in  the  hay. 

f.  Windmill.    (Waltz  music.)    Describe  a  large  circle 
first  with  the  left  arm  then  with  the  right,  raising  it  for- 
ward, then  upwrard,   and   letting  it  continue  backward 
downward. 

V.     HOME  BUILDING 

1.     CUTTING        LUMBER  —  CHOPPING        TREES       (Waltz 

music) 

Children  in  a  circle  or  gymnastic  order,  swing  axes 


HOME    BUILDING  103 

with  a  broad  full  sweep.  The  downward  stroke  should 
be  made  in  every  other  measure  of  the  music. 

2.  SAWING 

Children  stand  in  twos,  facing  each  other,  with  hands 
joined  as  if  holding  a  cross-cut  saw.  Right  hands  are 
joined  above  the  left,  for  a  wood-saw. 

3.  DIGGING  THE  CELLAR     (Two-step  or  march  music) 
Some  use  pickaxes,  while  others  work  with  shovels. 

4.  BUILDING  THE  HOUSE 

a.  Planing  Boards.     (Two-step  music.) 

b.  Hammering.     Driving  nails  into  boards. 

5.  PAINTING 

a.  Hoisting  the   Ladder.     (Two-step   music.)     Chil- 
dren look  up  as  they  pull  down  on  the  ropes. 

b.  Painting.     (Waltz  music.)     Dip  the  brush  in  the 
pail,   then   make   two   strokes   with   the   brush,  up   and 
down,  or  from  side  to  side. 

Furnishings  for  the  House 

1.  CLOCK     (Waltz  music) 

Swing  straight  arms  from  right  to  left  in  front  of  the 
body,  to  represent  the  pendulum. 

2.  ROCKING-CHAIR     (Waltz  music  or  two-step) 
Children  stand  with  arms  folded,  one  foot  in  advance 

of  the  other,  and  head  turned  slightly  to  one  side  as  if  rest- 
ing against  the  back  of  the  chair.  Rock  forward  and 
back  in  time  with  the  music. 

3.  THE  PUMP     (Schottische  music) 

Left   hand   or  right,   or   both,   grasp    the   handle   of 


104   GRADED    GAMES   AND    RHYTHMIC   EXERCISES 

the  pump.  Pump  up  and  down  vigorously  with  the 
music. 

4.     BOYS  AND  GIRLS  PLAYING 

Running,  skipping,  sweeping,  etc.     Activity  to  be  the 
choice  of  the  children. 

VI.     FOLK  DANCES 

1.  REEL     (Adapted.     Reel  or  two-step  music) 
Children  in  two  groups  of  two  lines  each  stand  side 

by  side,  facing  the  partner  in  the  opposite  line,  which  is 
two  or  three  steps  away.  At  the  introduction,  the  two 
lines  bow,  the  girls  stepping  back,  and  the  boys  with 
feet  together.  Then  the  two  leading  children  step 
toward  each  other,  join  their  right  hands,  raise  them 
as  high  as  the  shoulder,  and  walk  around  each  other 
once,  then  join  both  hands,  and  together  glide  down 
between  the  lines  to  the  other  end.  There  they  join 
right  hands,  turn  about  each  other,  bow  and  separate 
to  places  at  the  end  of  the  line.  Immediately  the  two 
lines  turn  so  as  to  face  up  the  hall,  follow  their  leaders 
as  they  separate,  then  lead  to  other  end  of  the  room  each 
on  the  outside,  of  his  own  line.  When  the  two  leaders 
meet,  they  join  hands,  and  form  an  arch  under  which 
the  rest  have  to  pass  as  they  resume  their  places  in  line. 
When  all  have  passed  under,  the  two  leaders  dance 
between  the  lines  to  the  other  end  and  take  new  places. 
Then  the  next  two  at  the  head  repeat,  etc. 

2.  DAN  TUCKER     (March  or  two-step  music) 

a.  Children  march  two  by  two  around  the  circle  to  a 
strain  of  the  music  probably  sixteen  bars. 

b.  Join  hands   in   one   large   ring.     Advance  to  the 
center,  four  steps;  retreat  to  place,  four  steps. 


FOLK   DANCES 


105 


c.  Slide  to  left  around  the  circle,  eight  bars;  slide  to 
right  around  the  circle,  eight  bars. 

d.  To  center  four  steps  again.     Retreat  four  steps. 
(Change  to  suit  bars  in  music.) 


3.     CHIMES  OF  DUNKIRK 


m 


Allegro. 


FlN] 


a.  Children  are  in  a  circle,  each  facing  a  partner. 
Clap  hands  three  times,  tap  floor  three  times,  then  join 
hands  with  partner,  and  turn  to  the  left  once  and  a  half 
around,  so  that  when  each  child  leaves  his  partner  he 
will  meet  a  new  one,  with  whom  he  repeats  the  clap- 
ping, tapping,  and  turning.     Each  child  in  going  around 
the  circle  continues  in  the  same  direction  in  which  he 
was  facing  when  the  dance  began. 

b.  Children  are  in  a  circle  in  marching  order.     Clap 
three    times,    tap    three    times,    walk    forward    around 
the    circle   four    steps,   then    turn    and   walk   the   other 
way    four    steps.     Repeat    clapping    and    tapping,    and 
advance  first   in   the   new  direction,  then  turn  and  go 
the  other  way. 

c.  Clap  three  times,  tap  three  times  (facing  center), 
join  hands  and   advance  toward  center  four  steps  and 
retreat. 


INDEX 


Adam  Did  Have  Seven  Sons,  21. 
All  Up,  54. 
Autumn,  97. 

Baker,  The,  88. 

Ball,  Base-ball,  95;  Circle,  32;  Dodge, 
44;  Hat,  60;  Hot,  18;  Playing,  82, 
96;  Roll,  60;  Tag,  47;  Time,  55. 

Base,  Center,  55;  Ball,  95. 

Bean-bag,  Backward,  54;  Contest,  62; 
Relay  Race,  27;  Target,  59;  Toss- 
ing and  Throwing,  32. 

Bean  Stalk,  Huckle  Buckle,  23. 

Bear,  Dancing,  68;  Look  out  for  the, 
45. 

Belled  Cat,  35. 

Bench,  Vaulting  over  Low,  17. 

Bicycle,  Riding  a,  3,  74. 

Birds,  41,  69. 

Black  and  White,  51. 

Blacksmith,  70,  87. 

Blind  Man,  7. 

Blind  Man's  Buff,  52. 

Boat  Song,  14;  Rowing  a,  70. 

Boot-black,  90. 

Bowing,  75,  85. 

Boys  and  Girls  Playing,  104. 

Bread,  Stirring  in  Bowl,  72. 

Brook,  Crossing  the,  16. 

Bugaboo,    The,    46. 

Building  a  Fort,  98. 

Building  the  House,  103. 

Building  up  from  Single  File,  81. 

Bull  in  the  Ring,  58. 

Bunny's  Egg,  63. 

Button,  Button,  36. 

Carpenter,  71. 

Cat  and  Mice,  29;  and  Rat,  15,  29; 
Belled,  35. 


Cavalry  Parade,  68. 
Cellar,  Digging  the,  103. 
Center  Base,  55. 
Chariot  Race,  100. 
Charlie  Over  the  Water,  14. 
Chase  the  Rabbit,  45. 
Chickens,  Lame  Fox  and,  30. 
Chimes  of  Dunkirk,  105. 
Christmas,  65,  91 ;  Tree,  1. 
Circle,  Ball,  32;  Tag,  70. 
Circus  Parade,  Elephants  in,  68. 
Cleaner,  The  Street,  89. 
Clock,  103. 

Clothes,  Ironing,  71;  Washing,  71;  Sew- 
ing, 72. 

Contest,  Marble,  61;  Bean-bag,  62. 
Crossing  the  Brook,  16. 
Crow,  The  Farmer  and  the,  49. 
Cutting  Lumber,  102. 

Dan  Tucker,  104. 

Dancing  Bear,  68. 

Derby  Jig,  41. 

Did  You  Ever  See  a  Lassie,  3. 

Digger,  Ditch,  71,  88. 

Digging  the  Cellar,  103. 

Discus,  Throwing,  10ft 

Ditch  Digger,  71,  88. 

Dodge  Ball,  44. 

Dolls,  Rocking  to  Sleep,  72. 

Drop  the  Handkerchief,  8,  26. 

Ducks,  69. 

Dunkirk,  Chimes  of,  105. 

Easter,  63. 

Elephants  in  Circus  Parade,  68. 
Exchange,  24;  Tag,  48. 
Expressman,  Playing,  2. 


Fancies,  2, 


107 


108 


INDEX 


Farm,  The,  101. 

Farmer,  71,  88,  101;  and  the  Crow,  49. 

Farmer  in  the  Dell,  The,  9. 

Feather  Fly,  18. 

Figure  Marching,  93. 

Fish  in  the  Sea,  58. 

Fisherman,  33. 

Flag  Race,  Relay,  28. 

Flower  Game,  25. 

Flying  Kites,  96. 

Follow  the  Leader,  2,  17,  21,  34. 

Foot  Race,  100. 

Foot  Building,  98. 

Fourth  of  July,  65. 

Fox  and  Chickens,  Lame,  30. 

Fox  and  Rabbit,  19. 

Garden  Scamp,  31. 

Gardener,  71. 

Girls  Playing,  Boys  and,  104. 

Going  to  Jerusalem,  26. 

Grand  Mufti,  22. 

Greeting,  75. 

Grinder,  Scissors,  89;  Organ,  89. 

Handkerchief,  Drop  the,  8,  26. 

Hands  Up,  19. 

Harvest  Home,  90. 

Hat  Ball,  60. 

Have  You  Seen  My  Sheep,  23. 

Hawk  and  Hen,  46. 

Heel  and  Toe  Polka,  78,  94 

Hen,  Hawk  and,  46. 

Here  We  Go  Round  the  Mulberry  Bush, 

21. 

Hide  the  Thimble,  7,  51. 
High  Stepping  Horses,  83. 
Hoop,  Rolling,  74,  96;  Race,  45. 
Hopping  Race,  29. 
Hornpipe,  Sailor's,  78. 
Horse,  Playing,  2. 
Horses,  High-stepping,  83. 
Hot  Ball,  18. 
House,  Building  the,  103. 
Huckle  Buckle  Bean  Stalk,  23. 
Hunt  the  Key,  36. 
Hunt  the  Slipper,  37. 


I  Saw,  1. 
I  Say  Stoop,  34. 
Indians,  Ten  Little,  12. 
Infantry  Parade,  67. 
Ironing  Clothes,  71. 

Jack  Be  Nimble,  16. 
Jack  O'  Lantern,  97. 
Jacob  and  Rachel  24. 
Janitor,  71. 

Jerusalem,  Going  to,  26. 
Jig,  Derby,  41. 
Jolly  Miller,  The,  40. 
Jumping  in  the  Water,  99. 
Jumping  Jacks,  74. 
Jumping  Rope,  73,  82,  95. 

Kangaroos,  69. 
Key,  Hunt  the,  36. 
King  of  France,  The,  4, 
Kites,  Flying,  96. 
Knots  in  May,  64. 

Lads  and  Lassies,  27. 

Lads  and  Lassies  Out  a  Wralking,  84. 

Lame  Fox  and  Chickens,  30. 

Lassie,  Did  You  Ever  See  a,  3. 

Lassie,  Lads  and,  27. 

Leader,  Follow  the,  2,  17,  21,  34. 

Leaping,  100. 

Leaves,  Scuffing  Through,  97. 

Letter  Man,  62. 

London  Bridge,  24. 

London  Loo,  32. 

Looby  Loo,  or  Shaker  Song,  10. 

Look  Out  for  the  Bear,  45. 

Lost  Bag  Relay  Race,  28. 

Lumber  Cutting,  102. 

Marble  Contest,  61;  Rolling,  95. 

March,  67,  73,  76,  92;  By  Fours,  92;  By 
Fours,  Right  Oblique,  81;  By  Twos, 
92;  By  Twos,  Right  Oblique,  81; 
Figure,  93;  Single  File,  79,  80,  92. 

Marching  Song,  5. 

Masters  and  Men,  or  Trades  and  Pro- 
fessions, 50. 


INDEX 


109 


May,  64. 

Aierry-go-Round,  42. 
Mice,  Cat  and,  29. 
Miller,  The,  88. 
Miller,  The  Jolly,  40. 
Miller  is  Without,  The,  42. 
Mr.  Slap  Jack,  19,  31. 
Muffin  Man,  The,  11. 
Mufti,  Grand,  22. 

Mulberry  Bush,  Here  We  Go  Round 
The,  21. 

Night  Before  Christmas,  The,  65. 
Night,  Twelve  O'Clock  at,  56. 
No  More  Moving,  Still  Pond,  53. 
"No.  14"  Relay  Race,  43. 
Nutting,  97. 

Oats,   Peas,    Beans,   and    Barley   Grow, 

38,  93. 

Obstacle  Relay  Race,  57. 
Organ  Grinder,  The,  89. 

Painting,  103. 

Parade,  Infantry,  67;  Cavalry,  68;  Cir- 
cus, 68. 

Peter  Piper,  53. 

Piper's,  Son,  Tom,  Tom,  The,  47. 

Playing  Ball,  82;  Expressman,  2;  Horse, 
2. 

Pointer  or  Rope,  Run  and  Jump  Over, 
15. 

Polka,  Heel  and  Toe,  78,  94. 

Prince  Tiptoe,  20. 

Pump,  The,  103. 

Rabbits,    69;  Chase,    45;  Fox   and,    19; 

Race,  30. 
Race,  Chariot,    100;    Foot,    100;    Hoop, 

45;  Hopping,  29;   Rabbit,  30;  Relay, 

28,  43,  57. 

Rat,  Cat  and,  15,  29. 
Reel,  104;  Virginia,  77. 
Relay  Races,    Bean   Bag,   27;  Flag,   28; 

Lost  Bag,  28. 
Riding  a  Bicycle,  3,  74. 
Ring,  Bull  in  the,  58. 


Rocking-chair,  103. 

Rocking  Dolls  to  Sleep,  72. 

Hocking-horse,  74. 

Roll  Ball,  60. 

Rolling  Hoop,  74,  96. 

Rope,  Jumping,  73,  82,  95. 

Rope,  Run  and  Jump  over  Pointer  or, 

15. 

Round  and  Round  the  Village,  39. 
Roundel,  83. 
Rowing  a  Boat,  70,  99. 
Run  and  Jump  Over  Pointer  or  Rope,  15. 
Run,  Sheep,  Run,  59. 
Running,  15,  70,  83. 

Sailing,  99. 

Sailor's  Hornpipe,  78. 

Sewing,  103. 

Scamp,  Garden,  31. 

School,  61. 

Scissors  Grinder,  89. 

Scuffing  through  the  Leaves,  97. 

Sculptor,  51. 

Sea,  Fish  in  the,  58. 

Seats,  Vaulting  Over,  17. 

See-saw,  13,  69,  96. 

Sewing  Clothes,  72. 

Shaker  Song,  Looby  Loo,  10. 

Sheep,  Have  You  Seen  My,  23. 

Sheep-fold,  57. 

Sheep,  Run,  Run,  59. 

Shoemaker,  70. 

Shoemaker,  When  I  was  a,  3. 

Sitting  Tag,  44. 

Skating,  70,  83,  98. 

Skipping,  70,  97. 

Slap  Jack,  Mr.,  19,  31. 

Sleigh-riding,  99. 

Slipper,  Hunt  the,  37. 

Snow-balling,  98. 

Snow  Man,  18. 

Soldier  Boy,  Soldier  Boy,  5. 

Sons,  Adam  Did  Have  Seven,  21. 

Spiral,  80. 

Spinning  Tops,  95. 

Spool  Garden,  37. 

Squirrel  Game,  7. 


110 


INDEX 


Spring,  95. 

Stage-coach,  48. 

Statues,  35. 

Steeple  Chase,  58. 

Steps,  52. 

Still  Pond,  No  More  Moving,  53. 

Stilts,  Walking  on,  74,  83. 

Stirring  Bread  in  Bowl,  72. 

Stone,  30. 

Stones,  Throwing,  99. 

Stoop,  I  Say,  34. 

Storm,  Wind,  76. 

Street  Cleaner,  The,  89. 

Summer,  96. 

Swimming,  99. 

Swing,  73,  82,  97. 

Tactics,  80. 

Tag,  Wood,  33;  Taken,  43;  Sitting,  44; 

Ball,  47;  Exchange,  48;  Circle,  70. 
Target,  Bean-bag,  59. 
Ten  Little  Indians,  12. 
Thimble,  Hide  the,  7,  51. 
Throwing  the  Discus,  100. 
Throwing  Stones,  99. 
Ticky,  Ticky,  Touchwood,  33. 
Time  Ball,  55. 


Tiptoe,  Prince,  20. 

Token  Tag,  43. 

Tom,  Tom,  the  Piper's  Son,  47. 

Tops,  Spinning,  95. 

Trades    and    Professions,    Masters    and 

Men,  or,  50. 
Turkeys,  69. 
Twelve  O'Clock  at  Night,  56. 

Vaulting,  17;  Game,  30. 

Village,  Round  and  Round  the,  39. 

Virginia  Reel,  77. 

Wading  in  the  Water,  99. 

Walking  on  Stilts,  74,  83. 

Washing  Clothes,  71. 

Water,  87. 

Weather-Cock,  48. 

Weaving  Game,  94. 

When  I  was  a  Shoemaker,  3. 

Who  Art  Thou,  8. 

Who  Moves,  8. 

Wind,  86;  Storm,  76. 

Winter,  98. 

Wood  Tag,  Ticky  Ticky  Touchwood,  33. 

Zig-Zag,  79. 


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